To link to the entire object, paste this link in email, IM or documentTo embed the entire object, paste this HTML in websiteTo link to this page, paste this link in email, IM or documentTo embed this page, paste this HTML in website

Oklahoma
EARLY LEARNING
GUIDELINES FOR
INFANTS, TODDLERS
AND TWOS
Ages 0 through 36 months
OklahomaEARLYLEARNINGGUIDELINESFORINFANTS,TODDLERSANDTWOS
Ages0through36months________________________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Table of Contents
INTRODUCTION 1
CONCEPT AREAS
1APPROACHES TO LEARNING 6
2CREATIVE SKILLS (LANGUAGE ARTS)
10
3COMMUNICATION SKILLS AND EARLY LITERACY 14
4MATHEMATICS 26
5PHYSICAL DEVELOPMENT 33
6HEALTH AND SAFETY 46
7SCIENCE 50
8SOCIAL AND EMOTIONAL DEVELOPMENT 58
9SELF AND SOCIAL AWARENESS 67
ADDITIONAL RESOURCES 72
GLOSSARY 74
REFERENCES 77
FEEDBACK FORM 80
stars
INTRODUCTION
Oklahoma
Early Learning Guidelines
A taskforce convened by the Oklahoma Department of Human Services Child Care Services developed the Oklahoma Early Learning Guidelines. Taskforce members included representatives from the Center for Early Childhood Professional Development, Oklahoma Child Care Resource and Referral Association and its affiliates, Oklahoma Department of Career Technology Education, Oklahoma Head Start/Early Head Start, Oklahoma State Department of Education, Oklahoma State Department of Health, Oklahoma State Regents for Higher Education, Oklahoma Tribal Child Care Association, child care programs, community colleges and universities. This document has been developed to be used by all who touch the lives of Oklahoma’s infants, toddlers and two year olds. The word “teacher” is used in the guidelines to represent parents, family members, educators, caregivers, program staff and caring adults who offer instruction, support and guidance to young children.
These guidelines are intended to assist parents, child care teachers and other caring adults (at all levels of knowledge and experience) regarding what children may know and be able to do. The purpose is to enhance learning experiences for Oklahoma’s youngest children and help provide a safe, nurturing and developmentally appropriate environment. The Early Learning Guidelines provide examples of experiences that can be used to build relationships, develop purposeful play and guide program development. They should not be used as a curriculum or assessment.
Infants, toddlers and two year olds are born ready to learn, and their capacity to learn is enriched by the teacher. Situations will arise throughout the day that can be considered “teachable moments” or unplanned learning opportunities. These guidelines will assist parents and teachers in finding new ways to introduce everyday experiences and enhance teachable moments. Each section includes an area that will help the parent and teacher provide learning experiences. When or if materials are needed they may be purchased or homemade.
Purpose
The Oklahoma Early Learning Guidelines for Infants, Toddlers and Twos were created to serve as a foundation to connect what is taught with what is appropriate for very young children. They also provide a framework to encourage consistency among early childhood programs across Oklahoma. These guidelines align with the Oklahoma Early Learning Guidelines for Children Ages Three through Five, the Priority Academic Student Skills and Early Head Start Performance Standards.
The guidelines are a resource that includes commonly held expectations and widely accepted best practices for children in various age groups. At the same time, the guidelines are flexible enough to meet the needs of individual children and groups.
Guiding Principles:
This document presents a broad view of the child development continuum that reflects commonly used and widely held expectations so that teachers as well as parents can plan for typical developmental progression. The guiding principles are as follows:
★
Value the parents as the child’s first teacher.
★
Respect that every child develops as an individual and at his/her own pace.
★
From the time the embryo is forming to the time the child is three years old, rapid growth and development occurs. All learning and interactions with adults that take place during this time pave the way for future success of the child, both developmentally and in preparation for school and life.
★
All of a child’s development (social/emotional, gross/fine motor, cognitive and language) is woven together to complete the whole child.
★
Children learn through self­initiated
play and teacher­directed
activities that are developmentally appropriate.
★
Recognize that close relationships between teacher and child are developed during routine caregiving activities (such as diapering and feeding).
★
Respect the child’s family and recognize that culture (language, traditions, etc.) influences who the child is and who he/she will become. This must be embraced as part of the child’s early learning experiences.
1­­­
★
Knowledge and responsiveness to the child and his/her family is key to positive growth and development in the child.
★
Knowledgeable teachers who apply understanding of child
development are essential to enhance a child’s learning.
★
Each child’s basic needs (health, safety and nutrition) mustbe met for the best possible learning to occur.
Elements of a Quality Program for Infants, Toddlers and Twos:
The following practices are necessary to provide a quality program for infants, toddlers and twos. These elements provide the critical foundation for human development and life­long
learning, therefore all aspects of a program must be thoughtfully and deliberately developed.
Relationships
TeacherFamily Relationship
1.
Teachers understand and respect the family as the primary source of knowledge concerning the child.
2.
Teachers understand the importance of parent­child
attachment and support the family­child
relationship.
3.
Teachers and families are partners in ongoing communication about the child’s care and development.
4.
Teachers respect and support family preferences, culture and values in teaching behaviors.
5.
Teachers develop relationships that are supportive of the whole family. Teachers assist and encourage family members in developing parenting skills, understanding the growth and development of their children and accessing community resources.
6.
Teachers learn about the family’s cultural practices related to caregiving routines such as feeding, sleeping/naps and encouraging children to gain independence.
TeacherChild Relationship
1.
Teachers nurture and respond to the individual needs of infants, toddlers and twos. Trust and emotional security develop when very young children are responded to promptly and consistently in a positive manner.
2.
Teachers’ knowledge of child development is used to provide appropriate interactions with very young children throughout the day. They learn and respond to each child’s unique way of communicating; respond to the child’s interests; give the child individualized attention, especially during caregiving routines; and model the behavior they want to teach.
3.
The program supports positive relationships and secure attachments between the caregiver and infants, toddlers and twos by providing low adult/child ratios, promoting continuity and responsive caregiving, and assigning a primary teacher for each child.
ChildChild Relationship
1.
Teachers model appropriate interactions with adults and with children.
2.
Teachers recognize emerging social skills and respect the limitations of very young children. Positive relationships between children are encouraged.
3.
Opportunities for socialization are offered through various groupings.
Environment
Physical
1.
Both indoor and outdoor materials and equipment meet the developmental needs of each child in the group in a safe and healthy manner.
2.
The physical environment provides separate and appropriate space for sleeping, eating, diapering/toileting, hand washing, and for movement and play. The atmosphere is “homelike” and comfortable for infants, toddlers and the adults who care for them.
3.
The physical environment for toddlers provides interest areas where materials with similar use are placed together. Child­sized
furnishings are provided to promote independence and self­help
skills.
2Program
1.
The daily program includes materials and activities that are designed to meet the individual needs of each child. Children are assisted with toilet learning and self­feeding
skills based on individual needs. Children experience appropriate transitions between activities.
2.
Prevention and redirection are the primary techniques for guiding behavior. Management of behavior is based on an understanding of infant/toddler development, realistic expectations and appropriate methods to help the child develop his or her own self­control.
3.
Teachers support the child’s emerging self­regulation
through the environment, daily routines, positive role modeling and assisting with the development of communication skills.
Health and Safety
Nutrition
1.
Teachers have basic knowledge of nutrition and age appropriate feeding practices.
2.
Nutritional needs of very young children are met; teachers and support staff work closely with families to ensure appropriate amounts and types of foods are served in a consistent manner.
Sanitation
1.
Sanitary practices and guidelines are in place to prevent the spread of disease. For example, diapering/toileting are in an area separate from the areas used for food service. Teachers and children wash their hands to prevent illness.
2.
Bottles, utensils and food are handled in a safe and sanitary manner.
Safety
1.
A hazard­free
environment is maintained for infants, toddlers and twos both indoors and outdoors. The environment is planned so materials and equipment are age appropriate and in good repair.
2.
The environment allows constant supervision where teachers are engaged with children and therefore able to visually and physically monitor each child’s behavior.
Experiences
Routines
1.
Consistent daily routines such as sleeping, feeding/eating and diapering/toileting provide opportunities for one­to­one
interaction between teacher and child ­­a
time to talk, to listen and to respond to the child’s cues.
2.
Routines such as diapering, feeding and sleeping are flexible and individualized to meet the needs of each child.
Activities
1.
Teachers use knowledge of child development and the children's interests to provide individualized age appropriate activities for infants, toddlers and twos. Teachers support children’s play, exploration and experimentation with their environment.
2.
The daily schedule allows children opportunities throughout the day to choose activities based on their own interests.
Sensory Experiences
1.
An environment is provided that is rich in experiences and materials that children can explore with all their senses, thus promoting optimal development in all areas.
2.
Children are provided time and a variety of experiences each day to move, see, smell, hear, taste and touch.
Language and Literacy
1.
Teachers read and sing to infants, toddlers and twos throughout each day.
2.
Teachers respond in a positive manner to individual children’s communication attempts. The teacher adapts the language interactions to include cultural and linguistic differences.
3.
Throughout the day teachers talk with each child about things that relate to that child’s everyday experiences.
4.
Teachers tell each child what is about to occur before a routine activity begins and describe the actions as they occur.
5.
Teachers provide a culturally sensitive, print­rich
environment including pictures, books and labels.
3­­Diversity
Cultural
1.
Teachers understand that culture affects child­rearing
practices and may therefore affect an individual child’s development.
2.
Teachers and programs support, appreciate and honor cultural diversity, including family and home experiences, language, beliefs, values and patterns of interaction.
Individual Differences
1.
Teachers recognize and respect that individuals differ in temperament, preferences, culture, development, abilities and social interactions.
2.
Teachers use their observations of infants, toddlers and twos to support learning experiences in ways that accommodate each child’s unique characteristics and development.
3.
Teachers serve and respect children, including those with special needs, in a manner that supports best possible growth and development.
Teachers
1.
Adhere to all state regulations including the Oklahoma Department of Human Services Licensing Requirements.
2.
Are lifelong learners of child development and early childhood education.
3.
Respect unique developmental, cultural and individual differences in children.
4.
Promote meaningful relationships with children, families, colleagues and the community.
5.
Establish a safe, developmentally appropriate environment that is welcoming to children and families.
6.
Provide consistent routines that are sensitive to the needs of the children in care.
7.
Provide responsive, individualized care for each child.
8.
Offer a variety of activities that stimulate children’s learning and development.
9.
Support the development of the whole child, valuing safety as a top priority.
10.
Demonstrate healthy habits for life by offering nutritious meals and ample opportunities for movement experiences indoors and out.
Families
1.
The family is first teacher of infants, toddlers and two­yearolds
and plays the most important role in their development.
2.
Families can use these guidelines to assist them in their understanding of infant, toddler and two­yearold
development, growth and potential learning.
3.
These guidelines will help families build relationships with their very young children by providing resources and activities that support learning at home.
4.
These guidelines serve as a resource in the partnership between families and the early childhood community to enhance the development of infants, toddlers and twos.
Including Children with Special Needs
Using knowledge of each child, teachers plan learning experiences and work with children. They take into account children’s differing abilities, temperaments, developmental levels and approaches to learning. Responsiveness to individual children is evident in teacher­child
interactions, activities and classroom environment. Teachers make sure every child has opportunities to actively participate and make contributions. If needed, teachers should use adaptive equipment, ask for help with positioning and movement needs of the child and/or participate in medical care routines as needed.
★
Special needs are broad in scope and may include medical,physical, learning, behavioral, family and environmental stress. Some children may have needs identified by Individual Family Service Plans.
★
Teachers work closely with family members and other professionals to support children’s health, safety and behavior. Teachers observe children in natural settings and record activities, behaviors and development in order to plan relevant, individualized learning opportunities.
★
As much as possible, children who have been identified with special needs receive therapeutic or other services within their natural settings to maintain their sense of stability and support their feelings of belonging and acceptance.
4★
Teachers create an inclusive environment, making sure room arrangement, materials and activities allow all children to participate actively. Examples might include using adaptive equipment so that a child can eat at the table with other children, limiting the time a child has to wait, and using sign language or pictures to assist communication.
★
Teachers seek resources to understand each child’s special needs. Teachers are in regular communication with families and may consult with appropriate specialists to ensure each child receives needed specialized services.
★
Knowledge of typical child development is used in providing services for children with special needs, just as knowledge of individual variation must be used in making decisions about typically developing children. For additional resources and guidance on developmental milestones, “red flags” or concerns see the additional resources section on page 73.
Organization:
The guidelines represent all areas of development (domains) that include physical, social and emotional, and cognitive development. The guidelines are separated into concept areas that include domains but are not exclusive. Each concept area is separated into developmental ranges that overlap: young infant (zero to eight months), mobile infant (six to 18 months), and toddler (16 to 36 months). Some skills developed during this time period are listed. The skills are listed in order but are not exclusive to that age range. Children grow and develop at different rates, resulting in a wide range of normal development.
This document contains not only the concept areas and standards, but also what the BABY MAY do (development), THE BABY MIGHT FOR EXAMPLE (the indicators of an infant’s progress) and suggestions of what THE TEACHER CAN do to encourage growth and development. The domains are interdependent and support one another. Each of the sections is organized into the five areas:
★
Introduction ­provides
a brief description of the area ofdevelopment and the purpose for including it in the
guidelines.
★
Standard ­agreed
upon framework of skills within each domain that infants, toddlers and twos need to experience to develop a foundation for additional learning.
★
“THE BABY MAY” ­identifies
what infants, toddlers and twos are likely to know or do in relationship to each standard.
★
“THE BABY MIGHT FOR EXAMPLE” ­specific
observable skills or actions that show what an infant, toddler or two might do.
★
“THE TEACHER CAN” ­examples
of activities,environments, daily routines, interactions and play toencourage the development of skills in all domains.
5APPROACHES TO LEARNING 1
6­APPROACHES
TO LEARNING
As early as infancy, children display styles of learning that continue through life and affect later learning. Some children seem to be born well organized and bursting with initiative, while others require more structure and encouragement as they discover their unique capacity as learners. Teachers must ensure that every child has the opportunity to direct his/her own learning. All children, regardless of innate abilities or the presence of disabilities, are able to learn. Young children gain knowledge by interacting with their environment. They learn by touching, tasting, smelling, looking, listening and playing. Children show their curiosity, persistence, temperament and problem solving abilities and develop learning preferences. Some infants, toddlers and twos will show persistence by continuing to pursue an activity such as placing blocks in a box, while others are more hesitant and only continue with encouragement from a supportive caring adult.
When children are supported to explore their own approaches and to learn by trying unusual ways to solve problems, they develop their own style of learning. Nurturing and a variety of experiences allow children to learn about themselves and the world around them.
STANDARD 1
The child will demonstrate interest in learning through persistence and varying degrees of initiative, curiosity, sensory exploration and problem solving.
Young Infant: 0­8
monthsThe Baby May: Begin to show interest in exploring his/her environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Notice and show interest in and excitement with familiar
React to new objects and sounds by becoming more quiet, more active or changing his/her facial expressions.
Gaze attentively at teachers talking to them during caregiving routines such as feeding and diaper changing.
Consistently look, reach for and mouth toys and objects.Grasp, release, re­grasp
and re­release
an object.
Experiment to see if kicking or grabbing at a toy like a mobile will repeat a sound/ motion.
★
Provide opportunities for sensory exploration and objects, people and events.describe to infant what he/she is experiencing (feeling, hearing, touching, tasting, smelling, seeing, etc.).
★
Provide a safe, natural space for infant to explore andprovide support for infants who are hesitant about new things and experiences.
★
Make eye contact and use language to prepare for anddescribe the caregiving routine. (For example: “Susie, it is time to change your diaper. Let’s go to the diaper changing table.”)
★
Provide a variety of opportunities, materials and experiences that encourage exploration, movement andhandson discovery (rattles, activity boxes, soft books, etc.).
★
Respond to infant’s exploration and discovery with enthusiasm and encouragement.
★
Provide infant with toys and objects that react tospecific actions (shakers, balls, mobiles, etc.)
7Mobile Infant: 6­18
months The Baby May: Increase attention span and persist in repetitive tasks.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show persistence by dropping a toy or object and looking for it, wanting to hear the same song or story over and over again, or repeating the same activity.
Use multiple senses at one time to explore objects by looking, touching, mouthing and banging.
Show pleasure and encourage continued interaction by vocalizing and smiling when he/she is being read to, talked to or sung to.
Explore spatial relationships by attempting to fit their body in boxes or tunnels, or finger into holes.
Demonstrate interest in new experiences such as reaching out to touch rain or stopping play to watch a garbage truck.
Pretend to do a task he/she has observed such as using a toy key to lock and unlock a door or feed a baby doll a bottle.
★
Provide safe toys for child to use for experimentation and problem solving.
★
Provide activities and experiences repeatedly if child shows interest.
★
Provide safe toys and experiences with a variety ofcolors, textures, sounds, shapes, smells, etc. (like stacking cups, shape boxes, balls with a bell inside, etc.)
★
Respond to child’s vocalizations by continuing to talk,read or sing.
★
Encourage active play by providing equipment (such asboxes and tunnels) a child can get inside, on top of, under and beside.
★
Offer ample time for child to observe actions orexperiment with toys, objects and experiences.
★
Observe child and recognize the child is finding creativesolutions in his/her play.
8Toddler: 16­36
monthsThe Toddler May: Explore relationships and the environment independently and with purpose.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Play beside other children and imitate the play of another child.
Engage in pretend play around familiar events (a tea party, a trip to the store, etc.). Substitute objects and toys for real items such as using a block as food as they “prepare dinner.”
Seek and take pleasure in new skills, independence and appropriate risk­taking
activities. (For example: climbing a ladder to the toddler slide, child may insist on “doing it myself” even if he or she needs assistance.)
Enjoy opportunities to use art materials in various ways.
Experiment with cause and effect. (For example: When a child shakes a maraca, they hear a sound.)
Show curiosity by trying to figure out how something works, may try several strategies before finding the one that works, or may not find one that works.
★
Provide child with a variety of toys and objects that invite exploration. Encourage children to play near one another.
★
Provide props and objects related to familiar events to encourage pretend play.
��
Support child in healthy risk taking and in trying new activities and provide encouragement when child is hesitant. When appropriate, allow additional time to complete activities.
★
Give child choices and support them in their decision­making.
(For example: “Do you want to play with puzzles, or do you want to play with the ball?”)
★
Provide art materials for child and allow child to be spontaneous, silly and messy.
★
Allow child to mix toys and materials from one learningcenter to another to expand complex learning opportunities.
★
Provide toys, objects and situations that allow child toplay with items in a variety of ways. Provide language forfeelings of success or frustration.
9CREATIVE SKILLS 2
10CREATIVE SKILLS
Creative expression is an essential element of building knowledge. Infants, toddlers and twos begin to explore and interact with materials that provide opportunities to develop and express individual ideas, feelings and interests. Respect the child who wants to touch or not touch and be aware of children with sensory sensitivities who might not like the feel of materials. Creative art activities promote the development of self­esteem,
individuality and imagination. They can also reflect the child’s culture and family experiences.
Through experimenting with sounds, movement, dramatic play and their senses children communicate in ways that are uniquely their own and reveal their own learning style. Each marking on a paper, “let’s pretend” scenario, or invented song provides teachers and families with a glimpse into a child’s interests and abilities. Appropriate materials encourage movement, dramatic play, sensory awareness, self­expression
and exploration.
STANDARD 1
The child will participate in activities that foster individual creativity.
Young Infant: 0­8
months The Baby May: Respond to or show interest in sights and sounds in the environment.For example, familiar objects, routines, people, events and music.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Look at, smile or coo at faces and simple designs.
Focus on and respond to facial expression and voice tones.Respond to adults’ initiations of play activity by smiling, cooing.
Respond to music in the environment. (For example: calms to lullaby, turns head and moves arms and legs when hearing loud and/or soft tones)
Enjoy producing music and other sounds with rattles and bells.
★
Place large, brightly colored pictures of people and familiar things where infant can see them at eye level within 12 inches.
★
Provide objects (toys, mobiles, fabrics) that are different colors, shapes, patterns, forms, tones, textures and sizes.
★
Hold and talk to infant. Play interactive games, such as This Little Piggy and Pat­a­Cake.
★
Encourage expression by making faces, gestures and sounds.
★
Sing, hum and chant to infant. Watch for cues and signals, such as smiling and reaching.
★
Provide musical experiences for the infant in a variety of ways (singing, musical toys).
★
Allow opportunities for the infant to move freely and independently to explore his/her environment within safe boundaries.
★
Move/dance to music with the infant.
11­Mobile
Infant: 6­18
monthsThe Baby May: Begin to understand his/her world by using senses to explore and experience the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Delight in ability to produce sounds (smacks lips, squeals on purpose). Start to discover musical rhythm and create sounds by banging everyday objects.
Respond to and show preference for familiar songs and tunes. May like to hear or sing the same tune over and over.
Engage in imitation play, begin to fantasize and perform simple role­play
(lift a cup to lips, pat stuffed animals).
Begin to experiment with art materials. Hold large crayons, paintbrushes, markers or chalk, move them between hands and engage in random marks and scribbling.
Participate in and enjoy a variety of tactile/sensory experiences such as water, textures, etc.
★
Encourage child’s interest and participation in musical activities. Provide noisemakers, pots and pans, etc.
★
Provide the child a variety of types of music (lullabies,classical, children’s songs) from a variety of cultures,languages and backgrounds.
★
Provide creative movement experiences using toys andmaterials. (For example: scarves, musical instruments and activities including free dance and imitating animals. Recreate child’s favorite stories or routines and finger plays, and equipment such as boat/step climber)
★
Provide toys that foster creativity and that can be multi­purpose
(open­ended).
Blocks, stuffed animals, scarves, dress up clothes, etc.
★
Provide art materials (colorful paper, markers, crayons,finger paint, smocks). Allow the child to be creativewithout overconcern about messes. (Avoid items that create a choking hazard, are toxic or eye/skin­irritating
materials)
★
Provide the child with a variety of fabrics, papers, toysand sensory experiences such as water, sand, grass, snow and ice cubes. Talk about a variety of shapes, colors and textures.
12­Toddler:
16­36
months The Toddler May: Begin to express thoughts and feelings through creative movement, music and dramatic activities.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Learn words to simple songs; participate in group singing activities for short periods of time; and move freely in response to music and change of tempo.
Engage in spontaneous and imaginative play using a variety of materials to dramatize stories and experiences. Use objects for other than intended purposes (For example: block for phone).
Create art that represents people, objects and places. Tell about the art they created, what it is and what the action might be. (For example, marks on the page may represent their family)
★
Provide opportunities to create or mimic movement and sequence (Head and Shoulders, Knees and Toes,ItsyBitsy Spider) and to sing and learn songs, etc.
★
Provide and encourage movement to music of varying tempos from a variety of types of music (lullabies, classical, children’s songs) and from various cultures, languages and backgrounds.
★
Play copycat games with sounds, songs and rhythm.
★
Plan for and provide opportunities for older child to engage in dramatic play activities both indoors and outdoors.
★
Provide puppets, dress­up
clothing and other props. Encourage child to role play various family and career roles.
★
Allow indoor and outdoor use of art materials inhis/her own way.
★
If the child wants, display his/her work at the child’seye­level.
★
Ask the children if they want their names printed on their work.
★
Provide safe art materials for child to use under supervision to create drawings, paintings, collages, three­dimensional
artwork, play­dough
sculptures, etc.
★
Provide varied and multisensory art materials: add peppermint drops to play­dough;
use an evergreen branch as a paint brush; go on a nature walk and collect items to create a collage.
★
Provide words, assisting the child in describing his/her art to others.
13COMMUNICATION SKILLS & EARLY LITERACY(LANGUAGE ARTS)3
14COMMUNICATION SKILLS
AND EARLY LITERACY (LANGUAGE ARTS)
Communication skills and literacy development play an essential role in all domains of learning. Between birth and age three, children begin communicating through sounds, gestures and emotions and move to convey ideas, thoughts and feelings through beginning language. A child’s cooing and raising eyebrows leads to babbling, first words and expressing him/herself using spoken language, sign language or other methods of communicating. Special consideration should be given to those young children whose home language is not English. Assist the English Language Learner by building on what the young child may already know in his/her native language.
An environment filled with spoken and printed language supports building children’s language skills. Typically when very young children are surrounded by people talking or who talk with them, they begin to repeat what they hear and imitate conversations. When infants, toddlers and twos observe people reading and have opportunities to look at books, they learn that reading is important. Marks on a page may eventually be associated with meaning and words leading young children to imitate shapes that may begin to look like letters and numbers. Early language and literacy experiences are the building blocks for life long learning.
LANGUAGE STANDARD 1
Receptive Language (Listening):
The child will hear and respond to sounds in the environment.
Young Infant: 0­8
monthsThe Baby May: Demonstrate awareness of communication through listening and observing.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Startle or cry when a loud noise is heard.
Turn to look at teacher’s face when he/she speaks or smiles in response to the teacher’s smile.
★
Respond promptly by verbally acknowledging infant’s attempt to communicate, modeling language, gently touching or picking up the infant. (Use infant’s home language when possible.)
★
Respond by making eye contact using infant’s name, animated facial expressions and language. (For example: raise eyebrows and smile.)
15Mobile Infant: 6­18
monthsThe Baby May: Begin to recognize sounds and/or spoken words for familiar objects, people and simple requests.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Look toward the teacher and smile when his/her name is spoken.
Look, point and use gestures.
Point to objects to draw teacher’s attention.
★
Use child’s name frequently during care giving procedures and/or daily routines.
★
Name and/or use hand motions for people, objects and actions throughout the day. (For example: “You are waving bye­bye.”)
★
Look in direction and comment “yes, I see the airplane.”
Toddler: 16­36
monthsThe Toddler May: Begin to understand more requests and detailed statements that refer to positions in space, places, ideas, actions, people and feelings.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Recognize familiar songs and books. (For example: start to sing parts of a familiar song.)
Understand pronouns such as “me,” “mine,” “yours,” “him” and “her”.
Follow simple one­step,
then two­step
directions. (For example: picking up cup when asked by teacher, then picking up toy and putting it away.)
Recognize familiar places by logos.
★
Play familiar songs and read books repeatedly.
★
Use pronouns with gestures. (For example: teacherpoints to self and requests “Give me the blanket,please.”)
★
Give simple one­step
instructions increasing to two­stepinstructions,
followed with praise when appropriate.
★
Call attention to or respond to child’s recognition offamiliar places. (For example: point at grocery store andname it.)
16STANDARD 2
Expressive Language (Speaking/Vocabulary):
The child will express needs, thoughts, and interests through gestures, sounds or words.
Young Infant: 0­8
monthsThe Baby May: Demonstrate increasing abillity to express wants, needs, thoughts and feelings.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Make sounds or cries of varying intensity and pitch.
Communicate through facial expression or body movement: smiles, squeals, “mmmm” while sucking, etc.
Use gestures, babbles, sounds or body language to communicate: reach out to caregiver, point to things out of reach, coo with one or two consonants with several vowels.
Laugh aloud.
★
Respond promptly by verbally acknowledging infant’s attempt to communicate, modeling language, gently touching or picking up the infant. (Use infant’s home language when appropriate.)
★
Listen and respond with supportive expressions.
★
Take turns communicating by matching infant’s sounds and facial expressions to encourage responses.
★
Provide unbreakable mirror on wall where the infant can see him/herself.
★
Respond to the sounds the infant makes by imitatingthe infant’s sounds and waiting for the infant torespond (taking turns).
★
Respond to infant’s gestures; provide language to describe infant’s attempts to communicate.
★
Use language during routines (diapering) and playtime with songs and finger plays such as Peek­a­boo,
Pat­a­Cake,
etc.
17Mobile Infant: 6­18
monthsThe Baby May: Demonstrate an increasing ability to communicate.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Point and babble with inflections similar to adult speech.
Attempt to sing.
Communicate with gestures. (For example: Baby Signs, American Sign Language or other familiar gestures such as wave bye­bye
when prompted).
Communicate with one­word
sentences. Begin using descriptive words. (For example: “more,” “big,” “out” and “up.”)
★
Build upon child’s efforts to say words. (For example: infant says “baba,” teacher responds by saying, "Bottle? Bobbie wants his bottle?")
★
Talk with child in calm, soft voice.
★
Provide opportunities to listen, sing along and move to different kinds of appropriate music (including music from infant’s home culture).
★
Encourage the child to use simple gestures tocommunicate.
★
As parent is leaving, encourage child to wave and model waving bye­bye.
★
Expand what the child says into a complete sentence.(For example: when a child says “more” and holdshis/her cup up to the teacher, the teacher says, “More milk?”) Vocabulary starts with very few words and continues to increase.
18Toddler: 16­36
monthsThe Toddler May: Demonstrate increasing ability to combine sounds and simple words to express meaning and to communicate.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Begin to combine two words, then use simple sentences, and expand sentence length as vocabulary increases.
Use language to communicate with other children and adults throughout daily activities and may show frustration when not understood.
Begin using “s” at the end of some words, such as “wants,” “trucks” and “mouses.”
Begin to name items from pictures.
Attempt to sing songs with words, and later sing phrases of songs.
★
Encourage language by talking with the child, asking open­ended
questions, waiting for a response, repeating back and expanding what the child says.
★
Respectfully acknowledge unique home language the child uses.
★
Interpret what the child is trying to communicate. (For example: “I think you want to play with the blue truck, but Maria is playing with it.”)
★
Encourage toddler to use words when interacting with other children to get needs met. (For example: encourage child to use phrases such as “I don’t like that” instead of hitting or biting.)
★
Model complete sentences, using the correct forms of plural words. (For example: “Did you see mice at the pet store?”)
★
Point to a picture (family photos, storybooks, etc.) and ask the child to name what he/she sees.
★
Sing songs (nursery rhymes, finger plays, transition songs, etc.) with the child throughout the day.
19LITERACY STANDARD 3
Print Awareness: The child will begin to recognize familiar faces,
patterns, symbols and logos in the environment.
Young Infant: 0­8
monthsThe Baby May: Demonstrate an interest in human faces, patterns, colors and familiar pictures.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Repeatedly stare at faces or patterns on objects.
Respond in a physical way to books or other print. (For example: put corner of book (board, cloth, or vinyl) into mouth, or push repeatedly on a book or page.)
Show a preference by reaching for or looking at a favorite book, page or picture.
★
Attach pictures or patterns to the lower part of a wall, floor or crib. Observe what the infant responds to, and change pictures accordingly.
★
Hold infant while actively reading and looking at children’s books or pictures; allow the infant to explore books, and talk to the infant in a pleasant tone of voice about books and pictures.
★
Provide books (board, cloth or vinyl) within the infant’s reach. Hold book so infant can explore.
Mobile Infant: 6­18
monthsThe Toddler May: Demonstrate an increasing awareness of familiar books, signs and symbols.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Make movements and sounds or words in response to pictures and books. (For example: the infant may use an open hand to pat favorite pictures or point to pictures in a book.)
Begin to recognize signs and symbols frequently seen by naming or pointing to logos and signs.
Pretend to read books by holding the books and looking at pictures as if reading. Hold books upside down or backwards, turning pages from back to front.
★
Use books with familiar and realistic photos in them, pointing to the pictures and naming them with excitement and interest. Create photo or picture books for child with favorite people, animals or things.
★
State the name of the sign or the logo from familiar restaurants or retail stores, expanding on the child’s current knowledge.
★
Spend one­on­one
time reading or looking at a book or picture. Start to turn page and allow child to finish. Also allow the child to explore books on his/her own.
★
Incorporate books into all aspects of daily activities.
20Toddler: 16­36
monthsThe Toddler May: Demonstrate interest in and enjoyment of looking at books, participating in reading and telling stories.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Listen and look at pictures and print as teacher tells a story. Enjoy having the same book read several times; will carry the book or picture around and show it to others; mimic adult reading.
Choose and/or view books independently.
Start to recognize print and/or pictures in the environment. Recognize and say letter(s) in his/her name.
Identify and talk about pictures in books. Say a phrase or word over and over from a book, finger­play
or song. Begin to anticipate what happens next in the story. Pretend to write or type.
★
Read with a child or small group of children several times a day.
★
Encourage and assist toddler to pick out books from a shelf. Have variety of books available within child’s reach.
★
Label familiar items in the environment with printed words and pictures at child’s eye level. Label child’s cubby with their name and photo. Label toy shelves, cabinets, furniture, rooms, etc.
★
Provide print­rich
environment by including magazines, children’s books, dramatic play items such as menus, catalogs, etc. Encourage talk about printed items in response to child’s attempts at picture and print recognition.
★
Read predictable books, encourage child to participate by asking questions about the story or pictures. Tell a story, pause and allow child to add to the repetition of the story line or ask child what comes next.
★
Provide paper and tools such as large crayons, markers and chalk for child’s use in several play areas. For pretend play, provide a keyboard for typing.
21STANDARD 4
Comprehension: The child will attach meaning to sounds, gestures, signs and words heard.
Young Infant: 0­8
monthsThe Baby May: Begin to respond to sounds in the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Startle or turn in the direction of sounds in the environment.
Respond to familiar words or gestures. (For example: stops crying when teacher says “bottle” or smiles and laughs when told “mommy is here.”)
★
Respond to sounds in the environment by naming sounds or narrating what is happening related to the sound by saying “the phone is ringing. I will see who it is.”
★
Pair words with actions and objects during play activities and daily routines.
Mobile Infant: 6­18
monthsThe Baby May: Begin to follow simple directions and demonstrate understanding of home and/orEnglish language.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Recognize familiar social games and routines.
Respond to simple questions or requests.
Point to objects, pictures and body parts as part of interactions with adults.
★
Play games such as Pat­a­Cake,
Peek­a­Boo
or This is the Way We Wash Our Hands. Observe child starting the game and joining in the play. (Pat­hands,
cover eyes, rub hands.)
★
Look for opportunities to ask child questions such as “Can you find the doll?” or “Would you please hand me the ball?”
★
Ask child to point to objects in the room, pictures in books or body parts during routines and playtime. (For example: “Show me the doggie” or “Point to your toes, let’s hide them in your socks!”)
22Toddler: 16­36
monthsThe Toddler May: Demonstrate understanding of the meaning of stories, social games, songs and poems; begin to understand more abstract ideas, feelings, positions in space; and begin to be involved in limited conversation.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Demonstrate an understanding of language spoken at home.
Listen and respond to one and two­step
directions, stories, rhymes or finger plays.
Answer simple questions.
Begin to understand the sequence or order of a story. Tell a story from imagination or experience.
★
Have families provide descriptions in their home language, special words related to routine, daily activity, expressions, etc.
★
Use home language that the child understands. Build on the child’s current level of communication.
★
Encourage child to respond to action words, such as “Let’s put the truck on the shelf” and “Let’s cover the baby with a blanket so she will be warm.”
★
Create opportunities for children to follow simple rhymes such as Teddy Bear Turn Around or Head, Shoulders, Knees and Toes.
★
Ask child simple questions that encourage child to be involved in a give­and­take
conversation. (For example: child says, “Ball, ball, ball.” Teacher responds, “Can you find the ball?” Child says, “Ball, ball, ball.” Teacher responds, “Yes you found the ball!”)
★
Read a story to a child; encourage child to look at pictures and guess what the story is about; ask child questions about what happened in a story; provide props to act out the story.
23­­STANDARD
5
PRE­WRITING:
The child will explore different tools that will lead to making random marks, scribbles and pictures.
Young Infant: 0­8
monthsThe Baby May: Begin to develop eye­hand
coordination and intentional hand control.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Reach, grasp and put objects in his/her mouth.
Bring hands together to middle of body, hold toys with both hands or pass objects from one hand to the other.
★
Allow infant to grasp finger or other object while holding, feeding or playing.
★
Provide infant­safe
items (including colorcontrasting and assorted shapes and sizes) for the child to practice grasping, reaching, releasing and grasping again. (For example: rattles, teething rings, etc.)
★
Place objects near infant, giving the infant opportunity to reach with either hand or both.
Mobile Infant: 6­18
monthsThe Baby May: Continue to develop small (fine) motor skills and incorporate more large (gross) motor skills that are used in pre­writing.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Use his/her fingers/hand to grasp large crayon, marker or other tool with a whole fist and mark strokes, lines or scribbles randomly on paper and other surfaces.
Develop purposeful pincer grasp (uses thumb and forefinger to pick up items).
Develop midline skills such as holding large crayons and transferring them from one hand to the other.
Begin to recognize the relationship between familiar pictures and printed words.
★
Provide crayons and other art materials for the child to explore and use during both indoor and outdoor play, such as finger­paint,
variety of paper (wall paper, paint paper, drawing paper, construction paper, etc.), large crayons, markers, and chubby size paint brushes, or large sidewalk chalk.
★
Respect scribbles as early forms of writing.
★
Provide opportunities for child to use pincer grasp, such as bead mazes, finger foods, safe objects to handle (knob puzzles) and simple activity boards.
★
Play Pat­a­Cake
and other fingerplay songs with the child to help with midline skills.
★
Write child’s name on cubby and all personal items. Make a photo book including pictures of each child and his/her family with written names.
24­­Toddler:
16­36
monthsThe Toddler May: Continue to develop small (fine) motor and large (gross) motor skills that are used in pre­writing.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Hold a large crayon or writing tool with a whole fist graspand scribble with increasing levels of control.
Explore drawing, painting and writing as a way ofcommunicating.
Tell teacher about drawing.
★
Introduce items that give the child an opportunity togrip, such as child­safe
scissors, simple large­piecepuzzles,
knob puzzles, blocks, animal or people figures,play dough, cars and trucks.
★
Play a variety of music and allow the child to randomlydraw (fingerpaint or paint at easel) while listening tothe music.
★
Allow children to draw or write in various locations(outdoors, on floor, under table) and positions(standing, sitting, lying down).
★
Provide pre­writing
experiences using differentmaterials, such as child��appropriate
foam (not shavingcream) or fingerpaints. Other tools to use includesponges or various sized paintbrushes.
★
Provide a variety of drawing and writing materials for achild to explore and use during both indoor andoutdoor play. Respect scribbles as early forms of writingand encourage efforts.
★
Model the use of drawing and writing in everydayexperiences.
★
Talk with the child about his/her drawing (includechild’s words or description of the picture); displayhis/her drawings and writings at child’s eye level.
25MATHEMATICS
4
26­MATHEMATICS
Through play and exploration, very young children begin developing math concepts. These concepts are much broader than counting and number experiences. Children begin to notice similarities and differences and experience size, shape, texture and function through his/her senses. Young children also begin to understand quantity, time and space through care giving routines and daily activities.
As children’s abilities grow, their interests become more complex. Teachers must be observant and recognize when it is time to build on existing skills and incorporate more challenging activities. Daily routines and activities can yield unplanned learning opportunities. Cutting a sandwich, matching socks and counting toes are all examples of activities in which math concepts can be identified.
STANDARD 1
The child will begin to develop an awarenenss of pattens in the environment.
Young Infant: 0­8
monthsThe Baby May: Demonstrate expectations for familiar sequences of event.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Focus on pictures and patterns.
Kick feet, wave arms or smile. (For example: when bottle is seen in expectation of being fed.)
Pick up and mouth objects.
★
Place a variety of pictures and patterned objects at the infant’s eye level. (For example: on the floor, hanging from the ceiling, in the crib, etc.)
★
Talk about care giving routines. (For example: “yourbottle is warming, and then you can drink it.”)
★
Provide easyto­clean,
durable objects of different patterns and textures.
27Mobile Infant: 6­18
monthsThe Baby May: Begin to recognize similarities and differences, including familiar and unfamiliar people, objects and routines.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show anticipation of daily events. (For example: may movetoward the table after hand washing without the teacher’s instruction.)
Begin to be aware of differences between shapes, colors and textures.
Show preference for a special blanket, toy or activity.
★
Provide a predictable schedule and sequence of routines.
★
Provide groups of toys of various colors, shapes andtextures. (For example: nesting cups, cube blocks, etc.)
★
Provide familiar blanket or toy at rest time or other times as needed for comfort.
Toddler: 16­36
monthsThe Toddler May: Begin to demonstrate an understanding of patterns in the environment.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show interest in patterns in finger plays, nursery rhymes or songs.
Recognize that things have special places and that like things are grouped together.
Match objects to pictures.
Recognize patterns.
★
Plan and use finger plays and songs with repeating action or patterns. (Where is Thumbkin or Are you sleeping?, etc.)
★
Label things in the environment (toy containers, centers, etc.) with pictures and written words. Label containers so that the child can have the opportunity to return things to the same place.
★
Provide simple matching games, puzzles and other manipulatives.
★
Use language to help point out patterns in the environment. (For example: say “Look! You have a pattern. Red. Blue. Red. Blue. What comes next?”)
28n moving with purpose. (For example: reaches for toy.)
STANDARD 2
Spatial Awareness/Geometry : Children become aware of themselves in relation to objects and structures around them.
Young Infant: 0­8
months The Baby May: Experience differences in his/her location, his/her position and the position of objects in the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show a preference for how he/she is held by the caregiver.
Extend his/her reach to kick or touch objects.
Feel the shape of objects. (For example: wrap hands around the bottle during feeding.)
★
Be aware of the infant’s preference for being held and hold the infant in his/her preferred position.
★
Provide items hung within the infant’s grasp so that the infant has the opportunity for reaching while lying on his/her back.
★
Provide safe objects to hold and use language to describe what the infant is touching.
Mobile Infant: 6­18
monthsThe Baby May: Begin THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Begin to become mobile (roll over, sit up, crawl and walk).
Manipulate three­dimensional
objects.
★
Provide safe places and time for child to practice moving him/herself over, under, through, in and around various objects and spaces.
★
Provide child­safe
washable balls, blocks, play foods, buckets, boxes, etc.
29Toddler: 16­36
monthsThe Toddler May: Explore materials and space by handling, building, moving and manipulating.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Build and explore structures of various sizes using boxes, blocks, sand molds and pots and pans.
Begin to be aware that shapes have names.
Learn to manipulate his/her body in relation to people and objects around them. For example, the child might sit on another child, although having intentions to sit beside the other child.
★
Interact with the child using words like “on top of,”“inside” and “behind.”
★
Provide toys of simple shapes and play with the child. Provide a name for the shapes as the child shows interest.
★
Provide language and experiences. (For example:“You’re sitting on your friend’s lap; let’s move, so you’resitting beside Jimmy.”)
30STANDARD 3
Number Sense: The child will begin to develop an awareness of quantity.
Young Infant: 0­8
monthsThe Baby May: Begin to explore objects in the environment, developing a foundation for number awareness.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Reach for more toys.
Enjoy being read books that incorporate numbers and counting.
★
Provide toy sets that are within the infant’s reach. (For example: multiple blocks, rattles, nesting toys, etc.)
★
Read books that have themes such as big and small, more or less, and counting.
Mobile Infant: 6­18
months The Baby May: Begin to show interest in characteristics of objects such as size or quantity.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show an interest in singing in the environment and begin to participate in singing along to songs that include numbers and counting.
Fill containers with objects and dump them out.
Begin to use symbols, signs and language to show wanting “more.”
Match objects one to one. (For example: Put lids on containers.)
Begin to nest objects inside of one another.
★
Sing songs that introduce counting and encourage the child to sing along. (For example: Five Little Ducks Went Out to Play; One, Two Buckle My Shoe.)
★
Provide opportunities for child to fill and dump containers with objects at the water table and sand table.
★
Respond with words and models, symbols, signs or language cues in response to child’s request.
★
Provide pots and pans with lids and talk about the activity. (Teacher may say “You found the lid for that pan.”)
★
Provide objects that can be placed on top of or inside one another (measuring cups).
31Toddler: 16­36
monthsThe Toddler May: Begin to develop an understanding of numbers, the counting process and making comparisons (measurement).
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Match one to one with larger quantities.
Connect language to concept and understand the differences in specific quantity and size. (For example: “more milk,” “two eyes,” and “He has more than me!”)
★
Invite the child to help set the table for meals, giving him/her instructions such as putting a spoon on each napkin at the table for each person.
★
Ask questions that involve numbers, as well as readbooks and sing songs that include counting and matching.
★
Use mathematical terms in everyday conversation. Use language including quantity and size in normal interaction. (For example: “Dion, please bring me two blocks” or “Which truck is bigger?” or “Which bucket has more sand?”)
325PHYSICAL DEVELOPMENT
33PHYSICAL DEVELOPMENT
During infancy through age three, children are not only growing physically in size but are also gaining control over their bodies. All children should be introduced to both indoor and outdoor space that allows them to be involved in a variety of appropriate physical activities. Small and large muscle skills and self­help
skills increase over time. Healthy and safe environments should allow children freedom to move so that they can learn and grow to their potential.
Most children naturally discover and explore how to move their bodies. When given opportunities to move freely on the floor or on a mat, they strengthen their trunk and limb muscles. When a child learns to sit or hold an item it is the foundation for later learning.
(If needed, teachers should use adaptive equipment, ask for help with positioning and movement needs of the child and/or participate in medical care routines as needed.)
STANDARD 1
Large Muscle Development – The child
will participate in activities that involve large motor skills.
Young Infant: 0­8
monthsThe Baby May: Demonstrate basic movements. (For example: lifting and controlling head, developing abdominal muscles, moving arms and legs, rolling over, sitting with and without support and beginning creeping.)
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Turn head from side to side.
Raise head off floor.
Kick feet and move hands.
Push head and chest off the floor.
Roll over.
Sit with support.
Sit without support.
Rock back and forth on hands and kneesand begin to crawl.
Stand firmly on legs with assistance while in teachers lap.
★
While holding and supporting the infant’s head, tell him/her a nursery rhyme.
★
Provide time and a safe space for infant to lie on his/her stomach. (For example: sit or lie on the floor with infant; talk, sing or read to the infant.)
★
Encourage motor development during routine activities such as diapering, bathing, feeding and changing clothing. (For example: singing songs, moving and stretching arms and legs and doing finger plays).
★
Encourage infant to lift head by holding a toy in front of face. Try to get infant to hold head up and look at you and the toy.
★
Provide safe places for infant to move freely. Encourage infant to roll by rotating a toy from one side of infant’s line of vision to the other.
★
Hold infant in lap while reading a board book together or provide infant with firm, cushioned support when seated on the floor.
★
Keep infant in positions that allow free movement duringthe waking hours. Avoid restrictive devices such as infant seats or swings. Car seats in vehicles are the exception.
★
Encourage activities that facilitate motor development byputting a toy just out of reach, displaying pictures, toys,mirrors, etc. at infant’s eye level. Give infant a safe place to move and explore. Talk to infant about what he/she is doing. (“Wow! You crawled to the book area. You are ready to look at books.”)
★
Hold infant in lap and allow him/her to stand or pullhim/herself up with your support.
34­Mobile
Infant: 6­18
monthsThe Baby May: Demonstrate basic locomotor movements.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Creep and crawl.
Pull self to standing by holding on to furniture.
Stand alone with and without support.
Walk with assistance.
Walk without support.
Climb into chair and seat self.
Walk up and down stairs.
★
Engage child from a short distance by calling name or offering a favorite toy. Provide soft climbers, tunnels or obstacles for child to crawl through or over.
★
Entice child to pull up by placing toys on secure and stable shelves and furniture.
★
Be alert for child who can stand but not sit back down and provide assistance when child indicates the need. Put child with diagnosed physical disabilities in prescribed adaptive equipment so he/she can move around and interact with others.
★
Provide wide­based
push toys with handles such as toy grocery carts, toy lawn mowers or riding toys. Offer a finger or hand at child’s level to hold as child leads.
★
Include daily activities both indoors and outside that involve movement and exercise. (For example, use records, cassettes, or CDs that contain games and songs that require child to practice movement skills.)
★
Be alert to child’s growing climbing abilities by providing close supervision and safe options such as pillows and low platforms, childsized chairs or low climbers.
★
Provide balance beams, low climbers, stairs, slides and appropriately­sized
furniture for child to become aware of physical abilities and to practice skills.
The Baby May: Use large arm movements (non­locomotor).
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Bang toys and objects on table or floor.
Throw balls or objects and move arms up or down with purpose.
Use rhythm instruments.
★
Play with child in simple block play or offer pots, pans, wooden spoons, musical items (shakers, rattles, etc.) or pounding toys for banging.
★
Provide beanbags, balls or socks for tossing. Use easel painting, chalkboard drawing, block play, finger paint, play dough and other sensory experiences to encourage coordinated arm movements.
★
Purchase or create simple rhythm band instruments such as a drum (oatmeal box), rhythm sticks (dowel rods), sand paper blocks (cover wood with sand paper), bells, tambourine or shakers. Make available and accessible to child.
35­­­Toddler:
16­36
monthsThe Toddler May: Demonstrate beginning non­locomotor
movements.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Sway or rock to music.
Squat, stoop or bend.
Reach for an object on tiptoes.
Try to balance while standing on one foot.
★
Hold a child’s hands to dance and sway with a variety of music.
★
Include daily music or movement activities such as stretching, bending, turning and other exercises that teacher and child create. Encourage child to pick up objects during daily routines.
★
Encourage child to reach (blowing bubbles, using a flashlight to “chase” the light, or singing Twinkle­Twinkle
Little Star and show children how to reach for the stars).
★
Tell child a short simple story and have them act out actions. (For example: bend like a tree in the wind, push a heavy ball, pull a rope, and stand on one foot like a flamingo.)
The Toddler May: Use large arm movements (non­locomotor).
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Use rhythm instruments.
Throw balls or objects.
Use full arm motion to participate in sensory experiences.
Use blocks or other materials.
★
Purchase or create simple childsafe rhythm band instruments for music and movement activities and free play. Examples include drum (oatmeal box), rhythm sticks (dowel rods), sand paper blocks (cover wood with sandpaper), bells, tambourine or shakers (cans or plastic bottles with beans, seeds or sand inside).
★
Provide ageappropriate balls and beanbags in various sizes and textures. Play games with the child that include throwing, pushing or rolling the ball back and forth, tossing bean bags into a box or target, or playing basketball with a child sized hoop.
★
Provide large surfaces and easels for children to engage in sensory experiences. Play in nontoxic materials such as finger paint on large paper; use large paintbrushes; use a rolling pin and pounding tools with play dough; sand/water table with scoops and pitchers.
★
Provide opportunities for a child to participate in activities that require pushing, pulling, stacking, rolling, dumping with construction materials such as assorted blocks, cardboard boxes and containers.
36The Toddler May: Demonstrate advancing balance, control and coordination.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Carry object while walking.
Dance to music, including songs that direct movement.
Jump off low objects.
Move on riding toys without pedals using feet.
Stop and turn while running.
Ride a toy using pedals.
Walk up and down low steps with assistance.
★
Encourage child to pick up and carry objects. (For example: a scavenger hunt, putting toys away and using a bucket to transport objects, etc.)
★
Play a variety of music demonstrating body movements encouraging children to imitate or freely move to the music.
★
Provide opportunities for a child to jump using a low play structure, tape on the floor and jumping in and out of a hoop. Include activities that imitate the movement of animals. (For example: hop like grasshoppers, frogs, rabbits or kangaroos.)
★
Provide age and size appropriate riding toys without pedals in an environment that allows free movement in a safe, large area.
★
Provide large area that is safe enough that a child can practice running, jumping and walking on tiptoes.
★
Provide age and size appropriate riding toys with pedals in an environment that allows free movement in a safe, large area.
★
Provide platforms or steps for a child to walk up or down with assistance as needed.
The Toddler May: Demonstrate spatial awareness of whole body.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Become aware of how his/her body moves through space.
Walk backwards.
Climb structures.
★
Create a series of tunnels, boxes and other materials for the children to crawl into and on top of. As the child moves describe his/her position. (For example, when the child is in the box say “I see you’re in the box.”)
★
Provide a variety of activities and materials such as scarves, hoops and parachute.
★
Provide safe push and pull toys that the child can pull while walking backwards. Encourage small group experiences with simple games such as Follow the Leader and Ring around the Rosy.
★
Provide age appropriate and safe equipment for the child to utilize during free play indoors and outdoors.
37STANDARD 2
The child will participate in activities that involve small motor skills.
Young Infant: 0­8
months The Baby May: Demonstrate basic small muscle movements.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Start with tight fists leading to open fist.
Grasp and release whatever is put in hand.
Play with fingers and put them in mouth.
Play with grasped objects.
Reach for and swipe at dangling objects.
Rake objects with hands.
★
Offer your finger or thumb to grasp; avoid putting objects in a very young infant’s hand as he/she is unable to release them.
★
Offer the infant a variety of toys (soft blocks, musical toys, rattles), which they are able to easily grasp and release. While the infant is experimenting with toys, talk about how infant is squeezing, reaching, holding or grasping the toys. (“You have a tight grip on that red rattle.”)
★
Incorporate a routine for frequent hand washing. Sing a hand washing song while assisting infant to wash hands and encourage healthy habits.
★
Provide toys that are scaled to size so infant can grasp, chew and explore them. Offer toys that have washable surfaces and are large enough to avoid choking such as vinyl, rubber, plastic or cloth books and toys.
★
Place activity centers at the head or foot of a reclining or sitting infant. Sit with infant and encourage infant to touch or move the center with hands or feet. (“What does that one do?” Teacher points. “That makes a crackly noise when you move the purple knob.”)
★
Provide sensory experiences by placing textured objects such as activity blankets, feely boxes, or touch and feel boards on a flat surface in front of baby.
38­Mobile
Infant: 6­18
months The Baby May: Demonstrate increasing control of small muscles in hands.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Reach and successfully grab objects of interest.
Pick up objects with thumb and forefinger (pincer grasp).
Use simple hand signs and gestures.
★
Place toys/books just out of reach but still accessible to encourage the child to reach for them. Items may be placed on the floor, a low shelf or held in an adult’s hand.
★
Provide opportunities and materials that encourage infants to use small muscles. Appropriate items may include books, nesting containers, plastic animals, thick crayons or markers with large sheets of plain paper, play dough for poking and pounding, and knobbed puzzles.
★
Provide containers for filling and taking out objects.
★
Provide opportunities for child to feed self, using appropriate finger foods.
★
Encourage child to wave byebye as parents, teachers and friends leave the room. (Introduce infant sign language.)
39­­­Toddler:
16­36
monthsThe Toddler May: Develop small muscle strength and develop coordination of hands and fingers.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Continue to use both hands together and show no strong preference for a dominant hand.
Use hands to explore sensory materials.
May begin to favor one hand over the other.
Use hands to pound, poke, squeeze and build.
Manipulate various art mediums.
Begin to snip with safety scissors.
Hold crayon, pencils and markers with thumb and finger.
Imitate finger plays with a growing complexity.
Use both hands at the center of the body with increasing complexity.
Exhibit increased control when using various tools and objects.
Use items for building, stacking and fitting/connecting.
★
Provide a variety of manipulatives such as large beads andfish tank tubing, shape sorters, puzzles, sidewalk chalk and puppets.
★
Encourage exploration of materials using the sense of touch (non­toxic
finger paint, gelatin, water, mud, fabric squares and sandpaper).
★
Offer object to both right and left hands of the child from various positions.
★
Provide play dough without tools at first, bubble wrap, soft blocks, sponges and bean bags for a child to pound, poke, squeeze and build.
★
Provide finger paint, collage materials, play dough andtools, markers, crayons, chalk, blunt scissors and paper.
★
Allow child to investigate scissors using art materials such as paper plates, play dough and various types of paper.
★
Provide blank paper and other materials of various sizesand textures for drawing and marking.
★
Allow opportunities for both independent drawing and shared drawing both indoors and outdoors.
★
Do finger plays often such as Itsy Bitsy Spider or Five Little Monkeys.
★
Provide small inter­locking
cubes or large snapping blocks for play. Encourage clapping activities and exploration of musical instruments such as rhythm sticks, cymbals and sand blocks.
★
Provide sand and water table and tools to squeeze and pinch. (For example: turkey basters, sponges, plastic eyedroppers, tongs and chopsticks.)
★
Provide art media and materials such as play dough, washable crayons, markers, paints, chalk, tape and glue.
★
Provide opportunities to fold, tear and explore various types of paper.
★
Provide a variety of books for turning pages.
★
Interact with child using puppets. As the child uses the puppet the teacher can engage in turntaking conversation.
★
Provide twoto fourpiece puzzles, pegboards, stacking toys and objects to string onto straws.
40STANDARD 3
Child will participate in activities that require coordination of eye and hand movements.
Young Infant: 0­8
months The Baby May: Begin to focus and follow objects with eyes, reach for and grasp objects.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Follow people and objects with eyes.
Reach for and grasp objects.
Look at objects in hand.
Move objects from one hand to another.
★
Draw attention to a mobile or picture, or show the infant an object he/she can follow with his/her eyes during diapering or floor time. Talk to infant about the mobile or picture.
★
Show the infant an object and encourage infant to reach for the object. Describe what infant is doing.
★
Provide wrist rattles and soft brightly patterned toys. Play Pat­A­Cake
with infant, or assist infant with a simple finger play.
★
Provide a variety of toys that can be held, grasped or moved from one hand to another.
Mobile Infant: 6­18
months The Baby May: Begin to strengthen hand and eye coordination by making hand to object contact.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Put objects in containers, eventually matching shapes.
Stack blocks.
Place simple knobbed puzzle pieces into puzzle frame.
★
Talk with child describing colors and shapes as he/she places objects in containers.
★
Let the child watch you stack a block and then give him/her time to stack his/her own blocks.
★
Play with child using large pegs and pegboards, knobbed puzzles with three to five pieces, and shape sorters.
41­Toddler:
16­36
monthsThe Toddler May: Demonstrate basic hand and eye coordination by making hand to object contact.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Play with interlocking toys.
Catch a rolling ball with both hands.
Scribble spontaneously; begin to imitate marks.
Sort various objects by size, color, and shape.
Begin fastening and unfastening.
Turn pages of a book one by one.
Build with blocks by stacking or lining up blocks end to end.
Use hands for simple finger plays.
Scoop, shovel, fill, pour, and dump.
Use a tool to pound objects.
Cutting with scissors.
Use thumb and fingers to squeeze objects.
★
Provide pop beads, large interlocking blocks, bristle blocks, snap blocks, linking cubes, puzzles or peg boards.
★
Sit on the floor in front of child with legs outstretched in a V and roll a ball back and forth to each other. This may also be done as a small group activity with everyone sitting in a circle.
★
Make writing materials accessible such as crayons, markers, paper and chalk throughout the day. The teacher can provide pencils, paint, glue sticks and ink/paint dobbers with supervision.
★
Provide materials for sorting such as a shape sorter, beanbags, blocks, balls or colored plastic eggs.
★
Provide opportunities for snapping, buttoning, zipping, wrapping or unwrapping or closing and opening containers.
★
Provide board, cloth or vinyl books for free exploration at all times.
★
Provide an assortment of blocks including cardboard, wooden, hollow, vinyl or plastic.
★
Sing songs with hand motions or do simple finger plays with the toddler such as the OpenShut Them or Where is Thumbkin?
★
Provide pouring and dumping activities such as sensory tables or tubs with water, sand and other safe and appropriate sensory materials both inside and outdoors.
★
Provide pounding benches and hammers, pans and lids ofvarying sizes, wooden spoons and plastic tubs or play dough with a hammer.
★
Provide child­safety
scissors, scrap paper, card stock, recycled gift cards, wrapping paper and other appropriate materials.
★
Provide child tweezers or tongs, eyedroppers, snap­beads,
chop sticks and turkey basters in the sensory play area.
42STANDARD 4
Child will participate in activities that require the development of self­help
skills.
Note: The first resource is the child’s family. Everyone benefits when there is close communication with families to learn about their cultural practices related to caregiving routines such as feeding, sleeping/naps, and encouraging children to gain independence.
Young Infant: 0­8
months The Baby May: Begin to participate in self­help
activities.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Coordinate sucking, swallowing and breathing.
Develop own schedule of feeding and sleeping.
Develop self­soothing
skills. (For example: sucks thumb or pacifier.)
Begin to mouth and gum solid foods.
Attempt to feed self.
★
Allow infant to determine the pace of feeding and respect individual differences.
★
Recognize and follow the infant’s changing patterns (time and amount needed) for eating and sleeping.
★
Be responsive to individual comfort needs. Allow infant to suck thumb, use a pacifier or cuddle a blanket. Be mindful of responsive practices such as holding, rubbing, patting, hugging, adjusting lighting and noise levels, swaddling and rocking that may help infant feel secure.
★
Work with families and follow nutritional guidelines when introducing solid foods.
★
Allow infant to assist in holding a bottle. Provide simplefoods such as crackers or cereal.
43­­­­Mobile
Infant: 6­18
months The Baby May: Demonstrate increased participation in self­help
activities.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Begin to feed self (hold bottle, use fingers,imitate others, use spoon and cup, but may spill).
Indicate wants through gestures and vocalizations.
Attempt to undress and dress self.
Gain more independence and self­regulation
in rest habits.
Assist in care of self (in picking up toys, wiping nose, washing hands, daily routines).
★
Eat and drink with the child to model feeding skills (familystyle dining). Provide time and appropriate utensils and equipment for self­help
such as unbreakable cups with handles, small spoons, bibs, paper towels for clean up and items that are designed or adapted for children with varying types and degrees of development and disabilities.
★
Recognize and respond appropriately to child’s vocalizations and gestures in a timely manner. (“I hear you crying; you might be hungry. Would you like your bottle?”)
★
Encourage child to pull off socks, put on or take off shoes, or put on hat, etc. Describe activities that assist children in acquiring skills. (“Let’s pull off your hat, and then your shoes.”)
★
Work with families about rest time patterns and when to transition from crib to mat/cot or a bed.
★
Provide an environment that allows children to rest or sleep as needed.
★
Provide opportunities in the daily routine for children to imitate and practice selfhelp activities (by assisting with handwashing, singing a cleanup song while picking up toys, dumping plate after meals).
44­­Toddler:
16­36
monthsThe Toddler May: Demonstrate and improve self­help
skills.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Undress/dress first with assistance and then independently.
Feed self.
Learn to use the toilet. (This will be a progressive and regressive process.)
Assist with simple tasks.
Care for body.
Begin to self­regulate
resting needs.
★
Use adequate time during routines and transitions to support a child’s growing independence from undressing with assistance to without assistance. The teacher can provide assistance with fastening.
★
Provide dressup clothing that is an appropriate length, loose fitting, elasticized, over­sized
or has large zippers and buttons so a child can practice dressing and undressing in the dramatic play area.
★
Provide dressing dolls, dressing frames that provide practice with zippers, buttons, snaps and loop fasteners.
★
Provide access to sinks to encourage hand washing done independently before and after eating.
★
Use child­sized
unbreakable utensils and furniture during meals.
★
Serve meals family style, respecting ethnic and cultural diversity, valuing family input, while allowing the child to serve his/her own food.
★
Expect that a young child is curious about his/her food and needs extra time to experiment during mealtime.
★
Sit children together at the table for eating to provide a more social experience. Allow time for interaction during a relaxed mealtime.
★
Respect individual eating needs.
★
Sit with the child to extend conversations and to model appropriate eating behaviors and table manners.
★
Provide potties, very low toilets or adaptive equipment to encourage independence.
★
Provide assistance as each child needs.
★
Cooperate with family in understanding individual and cultural differences regarding toiletlearning readiness.
★
Work with family to provide manageable clothing. Support a child’s growing independence by offering positive reinforcement and by being responsive to a child’s verbal and non­verbal
signals.
★
Keep a change of clothing available to use as needed.
★
Provide access to sinks to encourage independent hand washing after toileting.
★
Provide opportunities and encourage the child to pick up and put away toys, set the table, wipe the table, clean up spills, sort socks, fold dish cloths, etc.
★
Encourage the child to wipe his/her nose, brush teeth, properly wash and dry hands, etc.
★
As child learns to rest according to a group schedule, individual needs are still important and provisions should be made for the child who needs a quiet time earlier in the day, if not an actual nap.
★
Create a ritual around naptime and going to sleep. Start the ritual by transforming the room so it suggests sleeping rather than play. The atmosphere is subdued and hushed so that a child feels the transition.
45HEALTH AND SAFETY
6
46HEALTH AND SAFETY
Very young children begin to develop awareness of self and their own abilities as they grow from infancy to age three. For optimal development, teachers see to children’s health care, supervision and nutritional needs. Providing learning experiences that encourage exploration in a safe and healthy environment and modeling appropriate actions and behaviors are also strategies that promote development.
Hand washing routines, dressing for weather, and eating nutritional foods are some health and safety practices that occur daily in a learning environment. Teachers are responsible for creating a setting where good hygiene and sanitation are practiced; providing safe and appropriate space, materials and furnishings; and modeling good health and safety behaviors.
STANDARD 1
The child will participate in activities that promote health, safety and nutrition.
Young Infant: 0­8
months The Baby May: Become familiar with routines of health and safety practices, while relying on teachers to provide a safe environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Explore surroundings by reaching and seeking things to touch, grab, hold or put in his/her mouth.
Respond to repetition and adult conversation and singing during caregiving routines. (For example: the child might relax during bathing, diapering, or feeding routines.)
Show increasing interest in being fed, food and meal times (from recognizing breast or bottle to holding bottle or cup; from opening mouth for food to finger feeding, etc.).
Use different gestures and cries to indicate basic care and health needs (hunger, sickness, sleepiness, discomfort, etc.).
★
Provide a safe physical environment. (For example: complete regular safety checks, both indoors and outdoors, clean and sanitize the child’s items daily and as needed.)
★
Closely supervise infant and monitor physical health. (For example: conduct daily health checks and be aware of any allergies, medications, etc. the infant may have or need.)
★
Perform caregiving routines slowly and carefully, telling infant what is coming next, being respectful of the infant’s response time and waiting for infant readiness before taking each step. For example say: “Now we’re going to put on your socks” or “We’re going to change your diaper now.”
★
Communicate about routines through conversation, song, signlanguage or pictures.
★
Model good health and safety practices, especially proper hand washing techniques and oral health practices. (For example: wipe the infant’s gums with a clean, soft cloth after feedings.)
★
Acknowledge families’ cultural or religious food preferences.
★
Follow appropriate health and safety guidelines related to child nutrition.
★
Provide accommodations for breast feeding and/or use of expressed breast milk.
★
Respond to infants’ individual feeding preferences.
★
Hold infant when using a bottle for feeding and engage in eye contact and conversation.
★
Be aware of allergies of individual infant; serve nutritious and age­appropriate
foods that do not pose a choking hazard.
★
Understand, recognize and respond positively and promptly when the infant indicates need.
47Mobile Infant: 6­18
months The Baby May: Show increasing awareness, imitate and begin to participate in health, safety and nutrition practices.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Begin food transitions, such as from breast milk or formula to milk or milk substitute; pureed or jar baby food to finger foods, etc.
Begin eating solid foods and to show increasing ability to feed self.
Participate in health and hygiene activities. (For example: offer hands to be washed, hold toothbrush for brushing teeth, mimic cleaning using a cloth to wipe table, etc.)
Become increasingly curious and mobile and explore his/her environment.
★
Work with family and health care providers to coordinate the introduction of new foods. Respect the child’s and family’s food preferences and the child’s developing self­feeding
abilities.
★
Provide opportunities for child to select safe foods and to feed self.
★
Encourage the child to establish healthy eating habits. (For example: provide drinking water throughout the day.)
★
Encourage the child’s interest and participation in basic care routines.
★
Ask the child what the next step in the routine is.
★
Make care routines an enjoyable experience by using songs and fingerplays.
★
Ensure a child­safe
environment is provided. (For example: get on the child’s eye­level
to see potential safety risks; use outlet safety covers; provide locked cabinets for cleaning supplies and medications, etc.).
48Toddler: 16­36
months The Toddler May: Show increasing understanding of and initiate health and safety practices.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Show body awareness related to basic care routines (become quiet when placed on changing table; put brush/comb to hair; show discomfort when wet or soiled; may hide to have bowel movement, etc.).
Show interest in activities that promote health and begin to participate in care routines (wash and dry hands with adult assistance; put arms out when coat is being put on; participate in cleaning up a spill, etc.).
Begin to recognize bodily functions and to show interest in using the bathroom instead of the diaper.
Respond to adult guidance and reminders related to health and safety. (For example, “Time to go potty.”)
Eat independently using child­sized
dishes and utensils and exhibit food preferences; may have periods of picky eating or increased appetite.
Communicate nutrition­related
information and show interest in dramatic play materials related to food and nutrition.
★
Model and provide encouragement and opportunities to learn good health and safety practices, especially proper hand washing and hygiene techniques.
★
Closely supervise child and monitor physical health including written procedures to follow regarding allergies, medications, illness, etc.
★
Work with family to coordinate timing and process for toilet learning.
★
Be aware of the child’s elimination patterns in order to help him/her recognize times to use the potty until he/she can better self­regulate.
★
Accept that spills and messes are a part of the learning process.
★
Serve foods that do not pose a choking hazard or cause an allergic reaction.
★
Assist child in feeding him/herself and helping with cleanup.
★
Set developmentally appropriate expectations for child in developing manners and etiquette.
★
Encourage child’s interest in and exploration of foods,both real and pretend.
49SCIENCE 6
50­­SCIENCE
Young children naturally explore. They are looking, touching, tasting, smelling and listening to everything in their surroundings. Infants, toddlers and twos react and respond to experiences and adults in the environment. Adults need to seize teachable moments and encourage children to build on existing skills.
All infants, toddlers and twos should have opportunities to be involved in sciencerelated concepts. Observing the fish in a fish tank, digging in the sand with a pail and shovel and finding another red truck are all activities that relate to scientific thinking and problem solving. These experiences will assist children in acquiring knowledge on which to build a better understanding of the world.
STANDARD 1
The child will begin to demonstrate early scientific inquiry skills by questioning, exploring, problem solving, discovering and examining.
Young Infant: 0­8
months The Baby May: Use his/her senses to explore the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Turn toward new sounds.
Feel different textures.
See faces and patterns.
Begin to understand cause and effect.
★
Provide different sounds in a variety of ways. (For example: playing childappropriate music, talking to infant, playing a music box, singing to infant, etc.).
★
Provide toys and fabrics of varying textures. (For example: large rubber balls; soft balls, touch and feel books.)
★
Hold infant while feeding, make eye contact while changing diapers, etc.
★
Provide variety of patterns in the environment such as colors, shapes and toys.
★
Look in the mirror with the infant while talking about what you are seeing (body parts, emotions, facial expressions, etc.).
★
Acknowledge promptly with words and a soothing or gentle touch when infant cries.
★
Add interesting toys that respond to the actions of the infant: soft balls, rattles, cloth toys, squeeze toys, plastic keys and mobiles.
51­­Mobile
Infant: 6­18
months The Baby May: Increasingly show interest in surroundings and gather information through senses and movement.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Continue to explore cause and effect.
Begin to solve problems.
Begin to notice the difference between familiar people and strangers.
Demonstrate object permanence.
Use simple tools in self care and play.
★
Provide sensory experiences such as water, sand, etc. Add tools such as a turkey baster, sifter and cups.
★
Provide everyday objects (rattles, blocks, balls, water table) for babies to safely explore, both indoors and out.
★
Provide simple problem solving tasks such as two to three piece puzzles.
★
Provide objects so child explores strategies to achieve a result (shakes a rattle for sound, grabs a toy to hear it squeak, drops toy so teacher will pick it up).
★
Provide support for child when strangers are present, introducing them and staying near child if needed.
★
Play games to reinforce object permanence. (For example: hide a toy under a blanket for child to find, play PeekaBoo, or a simple game of Hide and Seek.)
★
Provide for and encourage the child to pull the blanket to make a toy on top of it come closer, use a small broom to sweep, begin feeding self with spoon, push a toy cart, or play with push­button
toys, etc.
★
Provide manipulatives such as toy shovels, tools, small brooms and dustpans, large spoons, pans and washcloths.
★
Provide child­sized
spoons and sit and eat with child to be a role model during meal times.
52­Toddler:
16­36
months The Toddler May: Begin to develop scientific skills such as observing, comparing objects and exploring the environment.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Expand understanding of cause and effect relationships.
Continue solving problems.
Continue to use senses to discover.
Expand vocabulary related to scientific concepts such as observing, exploring and comparing.
★
Provide additional opportunities for child to affect the environment. (For example: containers to pour water, scales to place objects on, sand sifters, simple cooking experiences or gardening activities.)
★
Ask questions such as, “What do you think the ball will do when I drop it?”
★
Provide problemsolving games such as shape sorters, cardboard boxes, blocks, stacking toys and puzzles.
★
Talk with child about natural objects and everyday events (how does food smell, taste, etc.).
★
Provide a variety of sensory experiences through sensory tables, manipulative activities, etc.
★
Provide books, pictures, toys and objects that show scientific concepts. (For example: books and pictures that incorporate real photos rather than cartoon images.)
★
Engage in conversations with child asking about what they are seeing and doing. (For example: ask the child to tell you the differences between pictures of two dogs, tell you which of the buckets has more blocks or which crayon is longer, etc.)
53STANDARD 2
The child will investigate objects with physical properties and basic concepts of the earth.
Young Infant: 0­8
months The Baby May: Begin to notice the differences in physical characteristics of objects.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Begin to recognize people and objects based on their simple differences.
Use the five senses to experience physical properties of his/her environment.
★
Provide opportunities that allow the infant to experience the different properties in objects such as cool/warm, smooth/rough and wet/dry.
★
Provide opportunities in which the infant can experience the physical properties of things in the environment. (For example, feel the mist of the rain, play in the snow, feel warm water from the sink, etc.)
Mobile Infant: 6­18
months The Baby May: Demonstrate motivation and curiosity in exploring the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Develop an awareness of materials of the earth.
Use simple language with weather concepts.
★
Arrange the learning environment to include common earth materials (soil; snow; large, smooth rocks; or leaves; etc.).
★
Under close supervision, allow the child to explore the outside environment.
★
Provide and expand on concepts using the language demonstrated by the child. Concepts include sunny, hot, cold, rainy, windy, etc. (For example: a child is outside and squints his/her eyes; the teacher may say, “The sun is bright outside today!”)
54Toddler: 16­36
months The Toddler Might: Explore, discover, and investigate the physical properties of the earth.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Develop an awareness of seasonal changes and begin to gain understanding of weather concepts.
Ask questions about the earth.
Identify or label characteristics of the earth’s materials.
Participate in caring for the environment.
★
Play with child outside and talk about the weather. (For example: “You are wearing warm clothes and shoes because it’s cold outside” or “When you wear sandals, your toes feel warm in the summer sun.”)
★
Use weather words (cloudy, rainy, cold, warm, sunny, etc.) while singing and talking.
★
Engage child in safe activities to explore dirt, sand and water. (For example: “Why is the ground wet? Why are the leaves falling off the trees?”)
★
Provide samples of the earth’s materials for the child to identify and manipulate. (For example: a large rock with fossils and a large magnifying glass, baggies of red dirt, brown dirt and potting soil.)
★
Introduce child to pictures of natural phenomena. (For example: pictures or the ocean, caves, waterfalls, forests.)
★
Guide and point out moments and activities that help preserve the environment. (For example: recycle paper after an activity, turn off the lights when leaving a room, color on both sides of paper.)
55­­STANDARD
3
The child will observe and investigate living things.
Young Infant: 0­8
months The Baby May: Notice plants, animals and other people in the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Respond automatically to the environment.
★
Provide an environment that includes living and nonliving items. (For example: artificial or nontoxic flowers or plants, realistic toy animals and photos of real animals.)
★
Sing songs and read books from a variety of cultural backgrounds that describe plants and animals and how they grow and change.
Mobile Infant: 6­18
months The Baby May: Explore characteristics of certain living things.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Respond to and/or express curiosity about living things.
★
Take the child on a nature outing to places (zoo, farm, or park) where she can observe and explore living things. This can also include taking a walk around the block, observing bugs swarm lights, watching ant hills form, or watching the leaves fall off the trees.
★
Supervise, model, and teach respect for plants, insects and animals.
★
Provide opportunities to listen to the sounds of nature (blowing wind chimes, rain and thunder outside, nature recordings, etc).
56Toddler: 16­36
months The Toddler May: Explore and investigate physical properties of living things.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Begin to understand characteristics of their environment.
Use sounds and simple words to describe things in the environment.
★
Take advantage of everyday events to talk with the child about nature and science. (For example: the changing weather, a growing puppy, animal sounds, etc.)
★
Provide a visual and print­rich
environment of items displaying various realistic types of animals, plants, and people.
★
Bring child­friendly
plants and animals into the environment for taking care of, observing and exploring.
57SOCIAL AND EMOTIONALDEVELOPMENT 7
58SOCIAL AND EMOTIONAL DEVELOPMENT
By nature, children are social beings. Social and emotional development is the key that unlocks the door of learning. When teachers develop positive, nurturing relationships with young children, the young child feels more secure in the environment and more likely to feel comfortable learning and growing. Caring teachers make a positive lasting impression on a child and how he/she feels about him/herself. Such relationships are likely to lead to a more emotionally secure and independent child. Social development serves as the foundation for relationships that give meaning to children’s experiences at home, school and in the community.
STANDARD 1
The child will develop social skills and a sense of security through relationships with others who consistently meet his or her needs.
Young Infant: 0­8
months The Baby May: Begin to form and maintain secure relationships with others.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Recognize, respond or react to familiar and unfamiliar adults. For example, accept physical contact and respond to cuddling or maintain eye contact during feeding and interaction with an adult.
Show interest in others by smiling, squealing, rapid arm and leg movement or other movements.
Show awareness of feelings displayed by others by matching the facial expressions and smiling responsively.
★
Be a caregiver who knows and builds a trusting relationship with the infant.
★
Recognize one’s own emotional state and use a calm manner when interacting with infants.
★
Talk to, smile at, or cuddle with and allow infant time to respond to you.
★
Follow the infant’s lead and respond immediately and consistently to cries and cues. (For example, follow the infant’s patterns for when he/she is hungry and how much he/she eats, sleeps and plays.)
★
Provide time for infant to watch others for short periods without interruption, for interaction with others and independent playtime.
★
Provide opportunities for infant to initiate interaction with other adults and children.
★
Make different facial expressions and allow time for the infant to mimic or respond to the expressions (happy, sad, excited, surprised, etc.).
★
Provide words to the infant’s expression of emotion such as hungry, sad, sleepy, etc.
59­­­­Mobile
Infant: 6­18
months The Baby May: Continue to strengthen relationships with adults and begin to develop an interest in other children.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Engage in social games with familiar people through playful back and forth interactions.
Show feelings of security with familiar adults. (For example: begin to explore but look back to teacher for reassurance, smile and go to familiar adults when they enter the room, and snuggle closer to a familiar adult when an unfamiliar person tries to hold him/her.)
Express self by using verbal and non­verbal
cues, such as raising arms to show he/she wants to be picked up or held.
Begin to relate to other children.
★
Provide opportunities for child to engage in games such as Pat a Cake, PeekaBoo, Dropsy, and fillandempty containers.
★
Allow child to explore independently while providing attentive supervision (watch the child and be available when he/she looks back to the teacher for reassurance).
★
Reassure child when teacher transitions occur. (For example, “I’m going on break now. Ms. Suzie will help you if you need it” or “Daddy is going to fix our lunch. We can play together again after we eat.”)
★
Respond to child when attempting to communicate needs or wants.
★
Allow opportunities for interaction near or with other children. (For example, play simple games like rolling a ball back and forth.)
60­­­­Toddler:
16­36
monthsThe Toddler May: Continue to develop social interaction skills and begin
to show independence while maintaining strong attachments with caregivers.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Engage in solitary play, coloring, building or looking at picture books for a few minutes.
Engage in parallel play by playing alongside another child, imitating action or using similar materials.
Engage in brief social games that last a minute or two.
Recognize familiar people in person or in a photograph.
Express self verbally and non­verbally
with gestures. May become frustrated when not understood.
Respond to and initiate interaction with others. Smile or laugh in delight in response to others and show concern when others are hurting or crying.
★
Provide space and materials for child to engage in play on their own. Include indoor and outdoor playtime.
★
Provide opportunities for child to choose to play next to or with another child and provide more than one of the same toys and materials from which to choose.
★
Provide opportunities for child to engage in interactive games (Ring Around the Rosy, Itsy Bitsy Spider, giventake, roll the ball, etc.).
★
Display photographs of the child’s family and pets at his/her eyelevel. Ask child about the photos.
★
Recognize the child’s attempts to communicate through gestures and attempts to use words to express needs and desires. Caregiver should provide words to describe these attempts. (Daisy points at the block and utters “uguh.” Teacher says, “Block. Daisy do you want the block?”)
★
When appropriate, encourage the child to try to comfort others who are sad, hurting or angry.
61STANDARD 2
The child will develop strategies to regulate emotions and behavior.
Young Infant: 0­8
months The Baby May: Begin to develop the skills necessary to participate in a variety of settings.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Learn to sleep through normal environmental noise such as the dishwasher running, conversations, etc.
Give cues to how they are responding to the environment. (For example: stop crying or kick legs in excitement when a familiar object is given to them, turn head and break eye contact when someone is in the space, frown, and/or arch back when there is too much noise, light or activity.)
Learn to calm or soothe self when upset or tired, such as sucking fingers or a pacifier.
Relax when rocked gently and then fall asleep when placed in crib.
★
Maintain normal activity while infants sleep.
★
Learn the infant’s emotional cues and respond appropriately to his/her needs. (May talk in soft, soothing voice to reassure the child or switch from an excited to a calmer voice or reposition if the child seems over stimulated.)
★
Be responsive to crying infant by adjusting tone and volume while offering supportive phrases, such as: “I know you’re upset. It’s OK. You’re going to be all right.”
★
Respond to infant’s individual rest time needs.
62­­­­Mobile
Infant: 6­18
months The Baby May: Begin to recognize and respond to the emotional cues of self and others.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Show comfort in having the same routine. (For example: naptime, after lunch, changing a diaper, reading story, having a designated spot to sleep.)
Try to self­comfort
or cry and move toward an adult for comfort, expecting the adult will respond to needs.
Begin to take care of needs by doing things like feeding him/her self or expressing a desire to take off own shoes.
★
Maintain a consistent routine for the child.
★
Maintain consistent and responsive caregiving for the child. (For example: minimum transitions between teachers are ideal for the child.)
★
Respond immediately, consistently and appropriately to the child’s needs for comfort.
★
Maintain a safe space for exploration. Use soft lighting, gentle music, soft voices, etc.
★
Store security/comfort items where the child can access them.
★
Allow time for child to explore and practice selfhelp skills.
★
Provide small, bite­size,
nonchoking foods for child to practice selffeeding.
★
Expect messes as child learns to selffeed with fingers and by using a spoon.
63Toddler: 16­36
months The Toddler May: Continue to learn and accept limits while developing an “I can do it” attitude.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Show anxiety over separation from teacher, but may calm down once teacher has left.
Play calmly near other children, but may also cry, bite or hit if another child tries to use something the child is playing with.
Take a toy from another child, and not return it when asked to by an adult.
Begin to understand the concept of taking turns in a game.
Begin to understand the concept of property such as “yours,” “his” and “mine.”
Carry out simple directions when stated in positive and brief statements.
Have a temper tantrum and cry, yell, hit, kick feet and refuse to stop when she is tired, hungry or angry.
★
Be confident, calm, understanding and reassuring when leaving the anxious child. (For example, “Mommy is going to work; she will be back after snack time. I will take care of you until then.”)
★
Say to the child, “Monte wants to play with the cars, too.” Then redirect the other child’s attention, “Monte, let’s use this car that Buford is not playing with.”
★
Give children choices. (“You can give that car back or I can help you give it back.”) Be consistent.
★
Talk about and model sharing with the child, using words and recognizing the child for sharing with you or another child. (For example, “I will share my doll with you.” or “You gave me your crayon. Thank you for sharing with me.”)
★
Play simple games with the child where you practice taking turns. (Say: “You put a block on the shelf. I’ll put a block on the shelf.” Or “I roll the ball to you. You roll it back to me.”)
★
During routines and play use words to describe property, such as, “This is Maggie’s diaper bag.” When putting out a snack, say, “This is yours and this is Erin’s.”
★
Expect the child to follow your directions. (“Sit on your bottom,” “Feet on the floor,” “Use your inside/quiet voice,” and “Bring your plate to me in the kitchen.”)
★
Anticipate the actions of the child to prevent them from hurting themselves or others. Allow the child a safe environment to express his/her emotions. When the child settles down, talk in a calm manner about appropriate behavior.
64STANDARD 3
The child perceives self as a unique individual.
Young Infant: 0­8
months The Baby May: Demonstrate an emerging awareness of self and others.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Express needs by crying differently based on the need. (For example: cries vary in pitch, length and volume to indicate hunger, pain, etc.)
Use body movements to express feelings such as kicking in excitement.
Explore own body. For example, watch own hands in fascination and repeat body movements.
Smile at mirror image even though he/she may not recognize it as an image of his/herself.
★
Respond appropriately according to the infant’s need. (For example: “I can hear you are hungry: I will warm your bottle.”)
★
Follow the infant’s lead and respond to his/her body movements. When the child is kicking, say, “Oh, aren’t you happy to see me!”
★
Lay the infant on a quilt on the floor and provide time for exploration.
★
Talk with the infant about what he/she is seeing in the mirror.
Mobile Infant: 6­18
months The Baby May: Show awareness of self in voice, mirror image, and body.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Express preferences.
Express emotions (verbal and nonverbal) that fit the situation.
Like to be in constant sight and hearing of adult. Will often return to teacher as a secure base when playing.
★
Be aware of the child’s preferences and provide opportunities for children to make simple, acceptable choices between two items.
★
Provide a safe environment to express the child’s preferences.
★
Use words to describe the emotion the child expresses.
★
Supervise child by sight and sound at all times. For example, sit on the floor with the child while they play around you; engage in play when initiated by the child.
65­Toddler:
16­36
months The Toddler May: Show behaviors that reflect child’s self concept and begin to distinguish self from others.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Point to different parts of his/her body and name them.
Attempt to complete daily basic living tasks such as dressing, self­feeding,
brushing teeth.
Understand the reflection in the mirror is actually their image.
Recognize they are a separate person from others.
★
Sing songs that name body parts in the song. (For example: Head, Shoulders, Knees and Toes.)
★
Ask the child questions. (For example: “Where is your nose?” “You pointed to your nose.”)
★
Encourage selfhelp skills such as feeding and dressing him/herself. Provide lacing, snapping books, dolls and clothes for dramatic play, etc.
★
Provide safe, shatterproof mirrors at child’s eye level for children to look at themselves. Talk to them about what they see in the mirror.
★
Take opportunities to help the child distinguish from self and others. (For example, point to your nose and say, “Here’s my nose. Where’s yours?)
668SELF AND SOCIAL AWARENESS (Social Studies)
67SELF AND SOCIAL AWARENESS
(Social Studies)
Self and social awareness for very young children include learning about self, others and the world around them. As infants, toddlers and twos are able to notice differences between themselves and others, they begin to be aware of and learn to be respectful of each other’s unique characteristics, abilities and talents. Beginning concepts can be explored with questions such as, “Who are the members of my family?” “Who are our neighbors?” “Where do we live?”
Skills such as working independently, problem solving and decision­making
begin when very young children engage in activities with others. These activities will be the foundation of later learning in history, geography, economics and civics.
STANDARD 1
The child will participate in play and activities that will help him/her learn about self and others while gaining an understanding of how individual roles make up the community.
Young Infant: 0­8
months The Baby May: Begin to recognize differences in people, routines and places/environments.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Recognize others by voice and/or sight.
Sense and respond to others’ emotions, such as happy, sad, etc.
Show preference for one adult over another adult, such as, ‘my daddy’ and ‘his daddy’.
★
Talk to the child during routines and activities. (For example, “Look, there’s your mother,” “It’s time to change your diaper. I’ll wash my hands and then get a clean diaper.”)
★
Use photographs and pictures to encourage responses from child. Familiar family or pet pictures can be hung at eye level. For example, a picture could be placed under Plexiglas or contact paper and placed on the floor for him/her to lie on and look at.
★
Be aware of actions and voice inflection or tone used. Try to be calm, steady, and comforting.
★
Incorporate words and songs to generate specific responses. (For example, sing or hum a lullaby or song.)
★
Provide stable and consistent care. (For example, have limited transitions and/or have the same caregiver during the day.)
★
Recognize the value of the bonding and attachment that are developing and appreciate the importance of this community connection when a child shows preference for a teacher or one family member over another.
★
Say: “Here is Mary’s mother” or “That is Jake’s daddy” when the child’s parent arrives.
68­­­Mobile
Infant: 6­18
months The Baby May: Begin to make connections and understand his/her association with other people, places/environments and regular routines.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Show an interest in community service workers and be fascinated with large trucks, planes, trains, lawn mowers or animals.
Become familiar with routines, rituals and traditions relating to family and community culture.
★
Provide books and pictures of cars, trains, and community service vehicles (fire truck, ambulance, police car, etc.).
★
Point out the things seen in the community. (“See the dog?” “There’s a fire fighter.” “Look at the garbage truck.”)
★
Make planned visit to a petting zoo and/or attend community events (county fair, powwow, stomp dance, church, farmers’ market, flea market, health and safety fair, etc.).
★
Invite family/community members to share their family or cultural traditions either by demonstration or by storytelling.
★
Provide and discuss familiar items from the family such as a ribbon shirt (Native American) or a mailbag from Quinton’s mother who is a mail carrier, etc.
Toddler: 16­36
months The Toddler May: Begin to understand and act upon social concepts (geography, civics, history and economics) and how those concepts impact his/her environment.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Identify his/her role as a member of a family/group.
★
Ask the child to describe experiences shared within the family. For example, look at pictures of family members and engage in conversations about who is in the picture.
★
Provide opportunities for children to begin to participate in role­playing.
(For example: provide props such as dolls, dressup items, infant clothes, kitchen equipment, etc. If in group child care, assure the learning environment reflects the children served and the greater world.)
★
Create opportunities for the child to recognize members of the group and/or friends. (For example, ask “Who is not here today?” or post pictures of children in the class and ask questions about the pictures.)
★
Encourage family members to visit and read or share stories about family history and culture. Family members could include grandparents, aunts and uncles, etc.
★
Assign different ageappropriate helper jobs like sorting the socks, wiping the table, pushing in chair, taking dirty dishes to the sink, picking up toys, feeding the pet, etc.
69­­Begin
to recognize community workers and show increased awareness of their jobs.
Begin to play cooperatively or wait his/her turn in a variety of settings, including sharing and practicing using manners such as saying “please” and “thank you,” etc.
Begin to understand that money is needed to purchase things.
Develop an understanding of the concept of time by beginning to use words to describe time (such as later, after snack; after rest time; tomorrow we will not come to school). Note: Remember that these words will generally reflect past, present and future and may not be accurate representations of units of time. (“Yesterday we went to the zoo,” meaning last week or last summer.)
★
Provide dress­up
and roleplay props that reflect different types of community workers and the occupations of the children’s families. (For example, paper, pencil, envelopes, and “stamps” with a box for mailing letters; an old garden hose for the fireman, etc.)
★
Use pictures and books to show and describe different community workers, their roles and the dress and equipment used.
★
Provide community helper block accessories for play.
★
Provide access to community workers such as a firefighter, a postal carrier, a nurse, or a truck driver.
★
Support sharing by example and through encouragement. (“May I draw pictures with you?” “Thank you for sharing your crayons with Ebony.” “Ask Ann if she will share the puzzles with you.” If a child reaches for a crayon in the teacher’s hand, say, “Here (offering the crayon), I’m happy to share the crayons with you.”)
★
Provide opportunities for “turntaking” games and activities. (For example, “You roll the ball, then Jack rolls the ball back;” “You slide down first, then Samantha;” “You find a matching picture, and then I’ll find a matching picture.”)
★
Provide pretend money for the child to purchase things in a dramatic play grocery store, bank, post office, etc. Allow child to put “price tags” on items.
★
Read books about using currency or bartering to purchase things, both now and in days past (Caps for Sale, Stone Soup, etc.).
★
Talk about and encourage the child to save money to purchase a special item.
★
Talk about giving his/her time, extra clothing, food, toys or money to charitable causes. (For example: help children sort out their clothes or toys and donate them to a child care or charity, etc.)
★
Use statements that reflect the concept of time. (For example, “Your Mama is coming after we eat our snack,”“It’s your birthday today” or “When the sun goes down and it is dark outside, it will be time for dinner.”)
★
Talk about daily activities and say “First we will read a bookand then we will go outside,” or “After lunch, we will brush our teeth.”
★
Use pictures to show the order of typical routines of the day.
70Develop an understanding of the location of familiar places within his/her community and region. Begin to recognize landmarks on familiar transportation routes.
Begin to include representations of roads, bodies of water and buildings in his/her play.
Begin to use words and identify pictures to indicate directionality, position and size.
Correctly use words such as big, little, above, below, beside, etc.
★
Provide pictures of familiar landmarks in dramatic play(such as stores and restaurants).
★
Discuss familiar places and things in the community,region or state. (For example, “This weekend we are going to Stilwell for the Strawberry Festival. We hope there is a good crop of strawberries this year.”)
★
Encourage the child to look for landmarks. (For example, “When we drive to daddy’s work we will see the Golden Driller.”)
★
Provide a variety of blocks during block, sand, and dirt play. The child can use these to build a bridge to drive their toy cars over the “water” or make a road in the sand.
★
Create opportunities for child to verbalize location of objects that are hidden. (For example: a Hide and Seek game.)
★
Label shelves with pictures and words so that child can put items where they belong.
★
Use descriptive words during activities. (For example, “When it snows, we will go sledding down the big hill.”)
71ADDITIONAL RESOURCES
72­American
Academy of Pediatrics
Center for Disease Control and Prevention; Child Development, Disabilities, Act Early (CDC)
Center for Early Childhood Professional Development at the University of Oklahoma (CECPD)
Center on the Social Emotional Foundations for Early Learning (CSEFEL)
Child Care Provider Warmline Developmental Checklists
Birth to Five­Syracuse
University Early Childhood Direction Center
Early Childhood Learning and Knowledge Center
Early Head Start National Resource Center
Good Health HandbookOklahoma State Department of Health
The Institute for Childhood Education
National Association for the Education of Young Children (NAEYC)
National Child Care Information Center
The National Infant and Toddler Child Care Initiative
Office of Head Start
Oklahoma Child Care Resource and Referral Association
Oklahoma Child Care Services OKDHS
Oklahoma Department of Human Services
Oklahoma State Department of Health
Oklahoma State Regents for Higher Education­Scholars
for Excellence
Ounce of Prevention
Parents as Teachers National Center
Program for Infant/Toddler Care
Public Broadcast System Child Development Tracker
Smart Start Oklahoma
Sooner Start
Special Quest
WestEd
Zero to Three
73GLOSSARY OF TERMS
74­­­Approaches
to learning –
a foundation for how children
go about learning new skills and concepts.
Child development –
the study of physical, intellectual,
emotional and social changes that occur in children from
conception through adolescence.
Cognitive development –
how children use their minds to
explore the world around them.
Comprehension –
the act of understanding fully.
Creativity –
originality, imagination, putting things together
to make something different.
Culture –
customary beliefs, social forms and material traits
of a racial, religious or social group.
Curiosity –
showing an interest or fascination in someone or
something. (For sensory exploration, see “sensory
experience”.)
Developmentally appropriate –
expectations or an
activity that take into consideration children’s ages and
individual abilities.
Diversity –
the inclusion of people of different abilities, races
or cultures.
Domain –
an area of child learning and development.
Eyehand coordination –
refers to the control of eye
movement and the processing of what is seen to guide bodily
movement.
Environment –
the space, circumstance or conditions that
surround a person.
Expressive language –
the process of using sounds,
words, and body movements to communicate. Children use
words, gestures and signing or communicate using adaptive
equipment.
Geometry –
mathematical study dealing with measurement
and properties of objects and shapes.
Home language –
the language a person acquires first in
life. It is sometimes referred to as the first, native or primary
language of a child.
Homelike –
the quality of looking warm, cozy and inviting.
Inclusion –
to take in as a part of a whole or group.
Individual Family Service Plans (IFSP) –
plans made
with families and teachers to assist identifying and meeting
individual family goals. Specialists may also be included as
needed.
Interaction –
give and take conversation and activities
between individuals or groups.
Initiative –
taking the lead; self­starting
with or without
prompting.
Large muscle –
muscles used to make large movements
such as crawling and reaching.
Literacy –
to have knowledge and competence in reading,
writing and understanding.
Locomotor –
moving from place to place.
Manipulate –
move with hands.
Midline –
the median line of the body such as the middle of
the chest.
Mobile infant –
6 to 18 months.
Nonlocomotor –
movement without moving from place to
place.
Nontypical –
not the expected characteristic of
development.
Number sense –
the understanding of numbers and their
quantities.
Object permanence –
the understanding that objects
continue to exist even when they cannot be seen, heard or
touched.
Oral language –
expressing thoughts or feelings with
sounds, words, sign language or gestures.
Pincer grasp –
fingers and thumb come together to hold an
object.
Print awareness –
the ability to understand that print on a
page represents words that can be read aloud.
Problem solving –
trial and error and working through the
process of solving a challenge or problem.
75­­Role
play –
to act or pretend that a person is someone else.
Receptive language –
ability to listen to words and
develop understanding without necessarily being able to speak
or express understanding.
Selfhelp skills –
skills developed to help oneself with
problems or obstacles without the aid of others.
Selfregulation –
the process for controlling emotions,
thoughts, feelings, and physical aspects of oneself.
Sensory experiences/exploration –
experiences that
activate the use of one or more of the senses, such as touching
textures, tasting food, or smelling fragrance.
Small muscle –
muscles used to make small movements or
motions such as squeezing and grasping.
Spatial awareness –
awareness that objects and people
occupy space.
Teachable moment –
a time when natural, free activity
leads to the teacher pointing out something new or different
that the child may not have seen or participated in before.
Toddler –
16 to 36+ months up to age 4.
Typical –
the average or expected characteristic of
development.
Young infant –
0 to 8 months.
76REFERENCES
77Albrecht, K., and Miller, L. 2000.
Innovations: The comprehensive infant curriculum. North Carolina: Gryphon House.
American Academy of Pediatrics, American Public Health Association, and National Resource Center for Health and Safety in Child Care. 2002.
Caring for our children: National health and safety performance standards: Guidelines for out­of­home
child care programs.
Arkansas Framework for Infant and Toddler Care Work Group. 2002.
Arkansas framework for infant and toddler care. The Arkansas Division of Child Care and Early Childhood Education.
Bricker, D., and Squires, J. 1999.
Ages and stages questionnaires, a parent completed child­monitoring
system. Oregon: Paul H. Brookes Publishing Co.
Bright from the Start, Georgia Department of Early Care and Learning. 2006.
Georgia early learning standards.
Dodge, D. T., Rudick, S. and Berke, K. 2006.
The creative curriculum for infants, toddlers, & twos, 2nd ed. Washington, DC: Teaching Strategies.
Fairfax County School Readiness Collaborative. 2006.
Early learning guidelines. Virginia Department of Social Services.
Figueroa, A. 2005.
Connecticut’s guidelines for the development of early learning for infants and toddlers. Connecticut Department of Social Services.
Florida Partnership for School Readiness Birth to Three Performance

Oklahoma
EARLY LEARNING
GUIDELINES FOR
INFANTS, TODDLERS
AND TWOS
Ages 0 through 36 months
OklahomaEARLYLEARNINGGUIDELINESFORINFANTS,TODDLERSANDTWOS
Ages0through36months________________________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Table of Contents
INTRODUCTION 1
CONCEPT AREAS
1APPROACHES TO LEARNING 6
2CREATIVE SKILLS (LANGUAGE ARTS)
10
3COMMUNICATION SKILLS AND EARLY LITERACY 14
4MATHEMATICS 26
5PHYSICAL DEVELOPMENT 33
6HEALTH AND SAFETY 46
7SCIENCE 50
8SOCIAL AND EMOTIONAL DEVELOPMENT 58
9SELF AND SOCIAL AWARENESS 67
ADDITIONAL RESOURCES 72
GLOSSARY 74
REFERENCES 77
FEEDBACK FORM 80
stars
INTRODUCTION
Oklahoma
Early Learning Guidelines
A taskforce convened by the Oklahoma Department of Human Services Child Care Services developed the Oklahoma Early Learning Guidelines. Taskforce members included representatives from the Center for Early Childhood Professional Development, Oklahoma Child Care Resource and Referral Association and its affiliates, Oklahoma Department of Career Technology Education, Oklahoma Head Start/Early Head Start, Oklahoma State Department of Education, Oklahoma State Department of Health, Oklahoma State Regents for Higher Education, Oklahoma Tribal Child Care Association, child care programs, community colleges and universities. This document has been developed to be used by all who touch the lives of Oklahoma’s infants, toddlers and two year olds. The word “teacher” is used in the guidelines to represent parents, family members, educators, caregivers, program staff and caring adults who offer instruction, support and guidance to young children.
These guidelines are intended to assist parents, child care teachers and other caring adults (at all levels of knowledge and experience) regarding what children may know and be able to do. The purpose is to enhance learning experiences for Oklahoma’s youngest children and help provide a safe, nurturing and developmentally appropriate environment. The Early Learning Guidelines provide examples of experiences that can be used to build relationships, develop purposeful play and guide program development. They should not be used as a curriculum or assessment.
Infants, toddlers and two year olds are born ready to learn, and their capacity to learn is enriched by the teacher. Situations will arise throughout the day that can be considered “teachable moments” or unplanned learning opportunities. These guidelines will assist parents and teachers in finding new ways to introduce everyday experiences and enhance teachable moments. Each section includes an area that will help the parent and teacher provide learning experiences. When or if materials are needed they may be purchased or homemade.
Purpose
The Oklahoma Early Learning Guidelines for Infants, Toddlers and Twos were created to serve as a foundation to connect what is taught with what is appropriate for very young children. They also provide a framework to encourage consistency among early childhood programs across Oklahoma. These guidelines align with the Oklahoma Early Learning Guidelines for Children Ages Three through Five, the Priority Academic Student Skills and Early Head Start Performance Standards.
The guidelines are a resource that includes commonly held expectations and widely accepted best practices for children in various age groups. At the same time, the guidelines are flexible enough to meet the needs of individual children and groups.
Guiding Principles:
This document presents a broad view of the child development continuum that reflects commonly used and widely held expectations so that teachers as well as parents can plan for typical developmental progression. The guiding principles are as follows:
★
Value the parents as the child’s first teacher.
★
Respect that every child develops as an individual and at his/her own pace.
★
From the time the embryo is forming to the time the child is three years old, rapid growth and development occurs. All learning and interactions with adults that take place during this time pave the way for future success of the child, both developmentally and in preparation for school and life.
★
All of a child’s development (social/emotional, gross/fine motor, cognitive and language) is woven together to complete the whole child.
★
Children learn through self­initiated
play and teacher­directed
activities that are developmentally appropriate.
★
Recognize that close relationships between teacher and child are developed during routine caregiving activities (such as diapering and feeding).
★
Respect the child’s family and recognize that culture (language, traditions, etc.) influences who the child is and who he/she will become. This must be embraced as part of the child’s early learning experiences.
1­­­
★
Knowledge and responsiveness to the child and his/her family is key to positive growth and development in the child.
★
Knowledgeable teachers who apply understanding of child
development are essential to enhance a child’s learning.
★
Each child’s basic needs (health, safety and nutrition) mustbe met for the best possible learning to occur.
Elements of a Quality Program for Infants, Toddlers and Twos:
The following practices are necessary to provide a quality program for infants, toddlers and twos. These elements provide the critical foundation for human development and life­long
learning, therefore all aspects of a program must be thoughtfully and deliberately developed.
Relationships
TeacherFamily Relationship
1.
Teachers understand and respect the family as the primary source of knowledge concerning the child.
2.
Teachers understand the importance of parent­child
attachment and support the family­child
relationship.
3.
Teachers and families are partners in ongoing communication about the child’s care and development.
4.
Teachers respect and support family preferences, culture and values in teaching behaviors.
5.
Teachers develop relationships that are supportive of the whole family. Teachers assist and encourage family members in developing parenting skills, understanding the growth and development of their children and accessing community resources.
6.
Teachers learn about the family’s cultural practices related to caregiving routines such as feeding, sleeping/naps and encouraging children to gain independence.
TeacherChild Relationship
1.
Teachers nurture and respond to the individual needs of infants, toddlers and twos. Trust and emotional security develop when very young children are responded to promptly and consistently in a positive manner.
2.
Teachers’ knowledge of child development is used to provide appropriate interactions with very young children throughout the day. They learn and respond to each child’s unique way of communicating; respond to the child’s interests; give the child individualized attention, especially during caregiving routines; and model the behavior they want to teach.
3.
The program supports positive relationships and secure attachments between the caregiver and infants, toddlers and twos by providing low adult/child ratios, promoting continuity and responsive caregiving, and assigning a primary teacher for each child.
ChildChild Relationship
1.
Teachers model appropriate interactions with adults and with children.
2.
Teachers recognize emerging social skills and respect the limitations of very young children. Positive relationships between children are encouraged.
3.
Opportunities for socialization are offered through various groupings.
Environment
Physical
1.
Both indoor and outdoor materials and equipment meet the developmental needs of each child in the group in a safe and healthy manner.
2.
The physical environment provides separate and appropriate space for sleeping, eating, diapering/toileting, hand washing, and for movement and play. The atmosphere is “homelike” and comfortable for infants, toddlers and the adults who care for them.
3.
The physical environment for toddlers provides interest areas where materials with similar use are placed together. Child­sized
furnishings are provided to promote independence and self­help
skills.
2Program
1.
The daily program includes materials and activities that are designed to meet the individual needs of each child. Children are assisted with toilet learning and self­feeding
skills based on individual needs. Children experience appropriate transitions between activities.
2.
Prevention and redirection are the primary techniques for guiding behavior. Management of behavior is based on an understanding of infant/toddler development, realistic expectations and appropriate methods to help the child develop his or her own self­control.
3.
Teachers support the child’s emerging self­regulation
through the environment, daily routines, positive role modeling and assisting with the development of communication skills.
Health and Safety
Nutrition
1.
Teachers have basic knowledge of nutrition and age appropriate feeding practices.
2.
Nutritional needs of very young children are met; teachers and support staff work closely with families to ensure appropriate amounts and types of foods are served in a consistent manner.
Sanitation
1.
Sanitary practices and guidelines are in place to prevent the spread of disease. For example, diapering/toileting are in an area separate from the areas used for food service. Teachers and children wash their hands to prevent illness.
2.
Bottles, utensils and food are handled in a safe and sanitary manner.
Safety
1.
A hazard­free
environment is maintained for infants, toddlers and twos both indoors and outdoors. The environment is planned so materials and equipment are age appropriate and in good repair.
2.
The environment allows constant supervision where teachers are engaged with children and therefore able to visually and physically monitor each child’s behavior.
Experiences
Routines
1.
Consistent daily routines such as sleeping, feeding/eating and diapering/toileting provide opportunities for one­to­one
interaction between teacher and child ­­a
time to talk, to listen and to respond to the child’s cues.
2.
Routines such as diapering, feeding and sleeping are flexible and individualized to meet the needs of each child.
Activities
1.
Teachers use knowledge of child development and the children's interests to provide individualized age appropriate activities for infants, toddlers and twos. Teachers support children’s play, exploration and experimentation with their environment.
2.
The daily schedule allows children opportunities throughout the day to choose activities based on their own interests.
Sensory Experiences
1.
An environment is provided that is rich in experiences and materials that children can explore with all their senses, thus promoting optimal development in all areas.
2.
Children are provided time and a variety of experiences each day to move, see, smell, hear, taste and touch.
Language and Literacy
1.
Teachers read and sing to infants, toddlers and twos throughout each day.
2.
Teachers respond in a positive manner to individual children’s communication attempts. The teacher adapts the language interactions to include cultural and linguistic differences.
3.
Throughout the day teachers talk with each child about things that relate to that child’s everyday experiences.
4.
Teachers tell each child what is about to occur before a routine activity begins and describe the actions as they occur.
5.
Teachers provide a culturally sensitive, print­rich
environment including pictures, books and labels.
3­­Diversity
Cultural
1.
Teachers understand that culture affects child­rearing
practices and may therefore affect an individual child’s development.
2.
Teachers and programs support, appreciate and honor cultural diversity, including family and home experiences, language, beliefs, values and patterns of interaction.
Individual Differences
1.
Teachers recognize and respect that individuals differ in temperament, preferences, culture, development, abilities and social interactions.
2.
Teachers use their observations of infants, toddlers and twos to support learning experiences in ways that accommodate each child’s unique characteristics and development.
3.
Teachers serve and respect children, including those with special needs, in a manner that supports best possible growth and development.
Teachers
1.
Adhere to all state regulations including the Oklahoma Department of Human Services Licensing Requirements.
2.
Are lifelong learners of child development and early childhood education.
3.
Respect unique developmental, cultural and individual differences in children.
4.
Promote meaningful relationships with children, families, colleagues and the community.
5.
Establish a safe, developmentally appropriate environment that is welcoming to children and families.
6.
Provide consistent routines that are sensitive to the needs of the children in care.
7.
Provide responsive, individualized care for each child.
8.
Offer a variety of activities that stimulate children’s learning and development.
9.
Support the development of the whole child, valuing safety as a top priority.
10.
Demonstrate healthy habits for life by offering nutritious meals and ample opportunities for movement experiences indoors and out.
Families
1.
The family is first teacher of infants, toddlers and two­yearolds
and plays the most important role in their development.
2.
Families can use these guidelines to assist them in their understanding of infant, toddler and two­yearold
development, growth and potential learning.
3.
These guidelines will help families build relationships with their very young children by providing resources and activities that support learning at home.
4.
These guidelines serve as a resource in the partnership between families and the early childhood community to enhance the development of infants, toddlers and twos.
Including Children with Special Needs
Using knowledge of each child, teachers plan learning experiences and work with children. They take into account children’s differing abilities, temperaments, developmental levels and approaches to learning. Responsiveness to individual children is evident in teacher­child
interactions, activities and classroom environment. Teachers make sure every child has opportunities to actively participate and make contributions. If needed, teachers should use adaptive equipment, ask for help with positioning and movement needs of the child and/or participate in medical care routines as needed.
★
Special needs are broad in scope and may include medical,physical, learning, behavioral, family and environmental stress. Some children may have needs identified by Individual Family Service Plans.
★
Teachers work closely with family members and other professionals to support children’s health, safety and behavior. Teachers observe children in natural settings and record activities, behaviors and development in order to plan relevant, individualized learning opportunities.
★
As much as possible, children who have been identified with special needs receive therapeutic or other services within their natural settings to maintain their sense of stability and support their feelings of belonging and acceptance.
4★
Teachers create an inclusive environment, making sure room arrangement, materials and activities allow all children to participate actively. Examples might include using adaptive equipment so that a child can eat at the table with other children, limiting the time a child has to wait, and using sign language or pictures to assist communication.
★
Teachers seek resources to understand each child’s special needs. Teachers are in regular communication with families and may consult with appropriate specialists to ensure each child receives needed specialized services.
★
Knowledge of typical child development is used in providing services for children with special needs, just as knowledge of individual variation must be used in making decisions about typically developing children. For additional resources and guidance on developmental milestones, “red flags” or concerns see the additional resources section on page 73.
Organization:
The guidelines represent all areas of development (domains) that include physical, social and emotional, and cognitive development. The guidelines are separated into concept areas that include domains but are not exclusive. Each concept area is separated into developmental ranges that overlap: young infant (zero to eight months), mobile infant (six to 18 months), and toddler (16 to 36 months). Some skills developed during this time period are listed. The skills are listed in order but are not exclusive to that age range. Children grow and develop at different rates, resulting in a wide range of normal development.
This document contains not only the concept areas and standards, but also what the BABY MAY do (development), THE BABY MIGHT FOR EXAMPLE (the indicators of an infant’s progress) and suggestions of what THE TEACHER CAN do to encourage growth and development. The domains are interdependent and support one another. Each of the sections is organized into the five areas:
★
Introduction ­provides
a brief description of the area ofdevelopment and the purpose for including it in the
guidelines.
★
Standard ­agreed
upon framework of skills within each domain that infants, toddlers and twos need to experience to develop a foundation for additional learning.
★
“THE BABY MAY” ­identifies
what infants, toddlers and twos are likely to know or do in relationship to each standard.
★
“THE BABY MIGHT FOR EXAMPLE” ­specific
observable skills or actions that show what an infant, toddler or two might do.
★
“THE TEACHER CAN” ­examples
of activities,environments, daily routines, interactions and play toencourage the development of skills in all domains.
5APPROACHES TO LEARNING 1
6­APPROACHES
TO LEARNING
As early as infancy, children display styles of learning that continue through life and affect later learning. Some children seem to be born well organized and bursting with initiative, while others require more structure and encouragement as they discover their unique capacity as learners. Teachers must ensure that every child has the opportunity to direct his/her own learning. All children, regardless of innate abilities or the presence of disabilities, are able to learn. Young children gain knowledge by interacting with their environment. They learn by touching, tasting, smelling, looking, listening and playing. Children show their curiosity, persistence, temperament and problem solving abilities and develop learning preferences. Some infants, toddlers and twos will show persistence by continuing to pursue an activity such as placing blocks in a box, while others are more hesitant and only continue with encouragement from a supportive caring adult.
When children are supported to explore their own approaches and to learn by trying unusual ways to solve problems, they develop their own style of learning. Nurturing and a variety of experiences allow children to learn about themselves and the world around them.
STANDARD 1
The child will demonstrate interest in learning through persistence and varying degrees of initiative, curiosity, sensory exploration and problem solving.
Young Infant: 0­8
monthsThe Baby May: Begin to show interest in exploring his/her environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Notice and show interest in and excitement with familiar
React to new objects and sounds by becoming more quiet, more active or changing his/her facial expressions.
Gaze attentively at teachers talking to them during caregiving routines such as feeding and diaper changing.
Consistently look, reach for and mouth toys and objects.Grasp, release, re­grasp
and re­release
an object.
Experiment to see if kicking or grabbing at a toy like a mobile will repeat a sound/ motion.
★
Provide opportunities for sensory exploration and objects, people and events.describe to infant what he/she is experiencing (feeling, hearing, touching, tasting, smelling, seeing, etc.).
★
Provide a safe, natural space for infant to explore andprovide support for infants who are hesitant about new things and experiences.
★
Make eye contact and use language to prepare for anddescribe the caregiving routine. (For example: “Susie, it is time to change your diaper. Let’s go to the diaper changing table.”)
★
Provide a variety of opportunities, materials and experiences that encourage exploration, movement andhandson discovery (rattles, activity boxes, soft books, etc.).
★
Respond to infant’s exploration and discovery with enthusiasm and encouragement.
★
Provide infant with toys and objects that react tospecific actions (shakers, balls, mobiles, etc.)
7Mobile Infant: 6­18
months The Baby May: Increase attention span and persist in repetitive tasks.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show persistence by dropping a toy or object and looking for it, wanting to hear the same song or story over and over again, or repeating the same activity.
Use multiple senses at one time to explore objects by looking, touching, mouthing and banging.
Show pleasure and encourage continued interaction by vocalizing and smiling when he/she is being read to, talked to or sung to.
Explore spatial relationships by attempting to fit their body in boxes or tunnels, or finger into holes.
Demonstrate interest in new experiences such as reaching out to touch rain or stopping play to watch a garbage truck.
Pretend to do a task he/she has observed such as using a toy key to lock and unlock a door or feed a baby doll a bottle.
★
Provide safe toys for child to use for experimentation and problem solving.
★
Provide activities and experiences repeatedly if child shows interest.
★
Provide safe toys and experiences with a variety ofcolors, textures, sounds, shapes, smells, etc. (like stacking cups, shape boxes, balls with a bell inside, etc.)
★
Respond to child’s vocalizations by continuing to talk,read or sing.
★
Encourage active play by providing equipment (such asboxes and tunnels) a child can get inside, on top of, under and beside.
★
Offer ample time for child to observe actions orexperiment with toys, objects and experiences.
★
Observe child and recognize the child is finding creativesolutions in his/her play.
8Toddler: 16­36
monthsThe Toddler May: Explore relationships and the environment independently and with purpose.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Play beside other children and imitate the play of another child.
Engage in pretend play around familiar events (a tea party, a trip to the store, etc.). Substitute objects and toys for real items such as using a block as food as they “prepare dinner.”
Seek and take pleasure in new skills, independence and appropriate risk­taking
activities. (For example: climbing a ladder to the toddler slide, child may insist on “doing it myself” even if he or she needs assistance.)
Enjoy opportunities to use art materials in various ways.
Experiment with cause and effect. (For example: When a child shakes a maraca, they hear a sound.)
Show curiosity by trying to figure out how something works, may try several strategies before finding the one that works, or may not find one that works.
★
Provide child with a variety of toys and objects that invite exploration. Encourage children to play near one another.
★
Provide props and objects related to familiar events to encourage pretend play.
��
Support child in healthy risk taking and in trying new activities and provide encouragement when child is hesitant. When appropriate, allow additional time to complete activities.
★
Give child choices and support them in their decision­making.
(For example: “Do you want to play with puzzles, or do you want to play with the ball?”)
★
Provide art materials for child and allow child to be spontaneous, silly and messy.
★
Allow child to mix toys and materials from one learningcenter to another to expand complex learning opportunities.
★
Provide toys, objects and situations that allow child toplay with items in a variety of ways. Provide language forfeelings of success or frustration.
9CREATIVE SKILLS 2
10CREATIVE SKILLS
Creative expression is an essential element of building knowledge. Infants, toddlers and twos begin to explore and interact with materials that provide opportunities to develop and express individual ideas, feelings and interests. Respect the child who wants to touch or not touch and be aware of children with sensory sensitivities who might not like the feel of materials. Creative art activities promote the development of self­esteem,
individuality and imagination. They can also reflect the child’s culture and family experiences.
Through experimenting with sounds, movement, dramatic play and their senses children communicate in ways that are uniquely their own and reveal their own learning style. Each marking on a paper, “let’s pretend” scenario, or invented song provides teachers and families with a glimpse into a child’s interests and abilities. Appropriate materials encourage movement, dramatic play, sensory awareness, self­expression
and exploration.
STANDARD 1
The child will participate in activities that foster individual creativity.
Young Infant: 0­8
months The Baby May: Respond to or show interest in sights and sounds in the environment.For example, familiar objects, routines, people, events and music.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Look at, smile or coo at faces and simple designs.
Focus on and respond to facial expression and voice tones.Respond to adults’ initiations of play activity by smiling, cooing.
Respond to music in the environment. (For example: calms to lullaby, turns head and moves arms and legs when hearing loud and/or soft tones)
Enjoy producing music and other sounds with rattles and bells.
★
Place large, brightly colored pictures of people and familiar things where infant can see them at eye level within 12 inches.
★
Provide objects (toys, mobiles, fabrics) that are different colors, shapes, patterns, forms, tones, textures and sizes.
★
Hold and talk to infant. Play interactive games, such as This Little Piggy and Pat­a­Cake.
★
Encourage expression by making faces, gestures and sounds.
★
Sing, hum and chant to infant. Watch for cues and signals, such as smiling and reaching.
★
Provide musical experiences for the infant in a variety of ways (singing, musical toys).
★
Allow opportunities for the infant to move freely and independently to explore his/her environment within safe boundaries.
★
Move/dance to music with the infant.
11­Mobile
Infant: 6­18
monthsThe Baby May: Begin to understand his/her world by using senses to explore and experience the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Delight in ability to produce sounds (smacks lips, squeals on purpose). Start to discover musical rhythm and create sounds by banging everyday objects.
Respond to and show preference for familiar songs and tunes. May like to hear or sing the same tune over and over.
Engage in imitation play, begin to fantasize and perform simple role­play
(lift a cup to lips, pat stuffed animals).
Begin to experiment with art materials. Hold large crayons, paintbrushes, markers or chalk, move them between hands and engage in random marks and scribbling.
Participate in and enjoy a variety of tactile/sensory experiences such as water, textures, etc.
★
Encourage child’s interest and participation in musical activities. Provide noisemakers, pots and pans, etc.
★
Provide the child a variety of types of music (lullabies,classical, children’s songs) from a variety of cultures,languages and backgrounds.
★
Provide creative movement experiences using toys andmaterials. (For example: scarves, musical instruments and activities including free dance and imitating animals. Recreate child’s favorite stories or routines and finger plays, and equipment such as boat/step climber)
★
Provide toys that foster creativity and that can be multi­purpose
(open­ended).
Blocks, stuffed animals, scarves, dress up clothes, etc.
★
Provide art materials (colorful paper, markers, crayons,finger paint, smocks). Allow the child to be creativewithout overconcern about messes. (Avoid items that create a choking hazard, are toxic or eye/skin­irritating
materials)
★
Provide the child with a variety of fabrics, papers, toysand sensory experiences such as water, sand, grass, snow and ice cubes. Talk about a variety of shapes, colors and textures.
12­Toddler:
16­36
months The Toddler May: Begin to express thoughts and feelings through creative movement, music and dramatic activities.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Learn words to simple songs; participate in group singing activities for short periods of time; and move freely in response to music and change of tempo.
Engage in spontaneous and imaginative play using a variety of materials to dramatize stories and experiences. Use objects for other than intended purposes (For example: block for phone).
Create art that represents people, objects and places. Tell about the art they created, what it is and what the action might be. (For example, marks on the page may represent their family)
★
Provide opportunities to create or mimic movement and sequence (Head and Shoulders, Knees and Toes,ItsyBitsy Spider) and to sing and learn songs, etc.
★
Provide and encourage movement to music of varying tempos from a variety of types of music (lullabies, classical, children’s songs) and from various cultures, languages and backgrounds.
★
Play copycat games with sounds, songs and rhythm.
★
Plan for and provide opportunities for older child to engage in dramatic play activities both indoors and outdoors.
★
Provide puppets, dress­up
clothing and other props. Encourage child to role play various family and career roles.
★
Allow indoor and outdoor use of art materials inhis/her own way.
★
If the child wants, display his/her work at the child’seye­level.
★
Ask the children if they want their names printed on their work.
★
Provide safe art materials for child to use under supervision to create drawings, paintings, collages, three­dimensional
artwork, play­dough
sculptures, etc.
★
Provide varied and multisensory art materials: add peppermint drops to play­dough;
use an evergreen branch as a paint brush; go on a nature walk and collect items to create a collage.
★
Provide words, assisting the child in describing his/her art to others.
13COMMUNICATION SKILLS & EARLY LITERACY(LANGUAGE ARTS)3
14COMMUNICATION SKILLS
AND EARLY LITERACY (LANGUAGE ARTS)
Communication skills and literacy development play an essential role in all domains of learning. Between birth and age three, children begin communicating through sounds, gestures and emotions and move to convey ideas, thoughts and feelings through beginning language. A child’s cooing and raising eyebrows leads to babbling, first words and expressing him/herself using spoken language, sign language or other methods of communicating. Special consideration should be given to those young children whose home language is not English. Assist the English Language Learner by building on what the young child may already know in his/her native language.
An environment filled with spoken and printed language supports building children’s language skills. Typically when very young children are surrounded by people talking or who talk with them, they begin to repeat what they hear and imitate conversations. When infants, toddlers and twos observe people reading and have opportunities to look at books, they learn that reading is important. Marks on a page may eventually be associated with meaning and words leading young children to imitate shapes that may begin to look like letters and numbers. Early language and literacy experiences are the building blocks for life long learning.
LANGUAGE STANDARD 1
Receptive Language (Listening):
The child will hear and respond to sounds in the environment.
Young Infant: 0­8
monthsThe Baby May: Demonstrate awareness of communication through listening and observing.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Startle or cry when a loud noise is heard.
Turn to look at teacher’s face when he/she speaks or smiles in response to the teacher’s smile.
★
Respond promptly by verbally acknowledging infant’s attempt to communicate, modeling language, gently touching or picking up the infant. (Use infant’s home language when possible.)
★
Respond by making eye contact using infant’s name, animated facial expressions and language. (For example: raise eyebrows and smile.)
15Mobile Infant: 6­18
monthsThe Baby May: Begin to recognize sounds and/or spoken words for familiar objects, people and simple requests.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Look toward the teacher and smile when his/her name is spoken.
Look, point and use gestures.
Point to objects to draw teacher’s attention.
★
Use child’s name frequently during care giving procedures and/or daily routines.
★
Name and/or use hand motions for people, objects and actions throughout the day. (For example: “You are waving bye­bye.”)
★
Look in direction and comment “yes, I see the airplane.”
Toddler: 16­36
monthsThe Toddler May: Begin to understand more requests and detailed statements that refer to positions in space, places, ideas, actions, people and feelings.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Recognize familiar songs and books. (For example: start to sing parts of a familiar song.)
Understand pronouns such as “me,” “mine,” “yours,” “him” and “her”.
Follow simple one­step,
then two­step
directions. (For example: picking up cup when asked by teacher, then picking up toy and putting it away.)
Recognize familiar places by logos.
★
Play familiar songs and read books repeatedly.
★
Use pronouns with gestures. (For example: teacherpoints to self and requests “Give me the blanket,please.”)
★
Give simple one­step
instructions increasing to two­stepinstructions,
followed with praise when appropriate.
★
Call attention to or respond to child’s recognition offamiliar places. (For example: point at grocery store andname it.)
16STANDARD 2
Expressive Language (Speaking/Vocabulary):
The child will express needs, thoughts, and interests through gestures, sounds or words.
Young Infant: 0­8
monthsThe Baby May: Demonstrate increasing abillity to express wants, needs, thoughts and feelings.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Make sounds or cries of varying intensity and pitch.
Communicate through facial expression or body movement: smiles, squeals, “mmmm” while sucking, etc.
Use gestures, babbles, sounds or body language to communicate: reach out to caregiver, point to things out of reach, coo with one or two consonants with several vowels.
Laugh aloud.
★
Respond promptly by verbally acknowledging infant’s attempt to communicate, modeling language, gently touching or picking up the infant. (Use infant’s home language when appropriate.)
★
Listen and respond with supportive expressions.
★
Take turns communicating by matching infant’s sounds and facial expressions to encourage responses.
★
Provide unbreakable mirror on wall where the infant can see him/herself.
★
Respond to the sounds the infant makes by imitatingthe infant’s sounds and waiting for the infant torespond (taking turns).
★
Respond to infant’s gestures; provide language to describe infant’s attempts to communicate.
★
Use language during routines (diapering) and playtime with songs and finger plays such as Peek­a­boo,
Pat­a­Cake,
etc.
17Mobile Infant: 6­18
monthsThe Baby May: Demonstrate an increasing ability to communicate.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Point and babble with inflections similar to adult speech.
Attempt to sing.
Communicate with gestures. (For example: Baby Signs, American Sign Language or other familiar gestures such as wave bye­bye
when prompted).
Communicate with one­word
sentences. Begin using descriptive words. (For example: “more,” “big,” “out” and “up.”)
★
Build upon child’s efforts to say words. (For example: infant says “baba,” teacher responds by saying, "Bottle? Bobbie wants his bottle?")
★
Talk with child in calm, soft voice.
★
Provide opportunities to listen, sing along and move to different kinds of appropriate music (including music from infant’s home culture).
★
Encourage the child to use simple gestures tocommunicate.
★
As parent is leaving, encourage child to wave and model waving bye­bye.
★
Expand what the child says into a complete sentence.(For example: when a child says “more” and holdshis/her cup up to the teacher, the teacher says, “More milk?”) Vocabulary starts with very few words and continues to increase.
18Toddler: 16­36
monthsThe Toddler May: Demonstrate increasing ability to combine sounds and simple words to express meaning and to communicate.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Begin to combine two words, then use simple sentences, and expand sentence length as vocabulary increases.
Use language to communicate with other children and adults throughout daily activities and may show frustration when not understood.
Begin using “s” at the end of some words, such as “wants,” “trucks” and “mouses.”
Begin to name items from pictures.
Attempt to sing songs with words, and later sing phrases of songs.
★
Encourage language by talking with the child, asking open­ended
questions, waiting for a response, repeating back and expanding what the child says.
★
Respectfully acknowledge unique home language the child uses.
★
Interpret what the child is trying to communicate. (For example: “I think you want to play with the blue truck, but Maria is playing with it.”)
★
Encourage toddler to use words when interacting with other children to get needs met. (For example: encourage child to use phrases such as “I don’t like that” instead of hitting or biting.)
★
Model complete sentences, using the correct forms of plural words. (For example: “Did you see mice at the pet store?”)
★
Point to a picture (family photos, storybooks, etc.) and ask the child to name what he/she sees.
★
Sing songs (nursery rhymes, finger plays, transition songs, etc.) with the child throughout the day.
19LITERACY STANDARD 3
Print Awareness: The child will begin to recognize familiar faces,
patterns, symbols and logos in the environment.
Young Infant: 0­8
monthsThe Baby May: Demonstrate an interest in human faces, patterns, colors and familiar pictures.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Repeatedly stare at faces or patterns on objects.
Respond in a physical way to books or other print. (For example: put corner of book (board, cloth, or vinyl) into mouth, or push repeatedly on a book or page.)
Show a preference by reaching for or looking at a favorite book, page or picture.
★
Attach pictures or patterns to the lower part of a wall, floor or crib. Observe what the infant responds to, and change pictures accordingly.
★
Hold infant while actively reading and looking at children’s books or pictures; allow the infant to explore books, and talk to the infant in a pleasant tone of voice about books and pictures.
★
Provide books (board, cloth or vinyl) within the infant’s reach. Hold book so infant can explore.
Mobile Infant: 6­18
monthsThe Toddler May: Demonstrate an increasing awareness of familiar books, signs and symbols.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Make movements and sounds or words in response to pictures and books. (For example: the infant may use an open hand to pat favorite pictures or point to pictures in a book.)
Begin to recognize signs and symbols frequently seen by naming or pointing to logos and signs.
Pretend to read books by holding the books and looking at pictures as if reading. Hold books upside down or backwards, turning pages from back to front.
★
Use books with familiar and realistic photos in them, pointing to the pictures and naming them with excitement and interest. Create photo or picture books for child with favorite people, animals or things.
★
State the name of the sign or the logo from familiar restaurants or retail stores, expanding on the child’s current knowledge.
★
Spend one­on­one
time reading or looking at a book or picture. Start to turn page and allow child to finish. Also allow the child to explore books on his/her own.
★
Incorporate books into all aspects of daily activities.
20Toddler: 16­36
monthsThe Toddler May: Demonstrate interest in and enjoyment of looking at books, participating in reading and telling stories.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Listen and look at pictures and print as teacher tells a story. Enjoy having the same book read several times; will carry the book or picture around and show it to others; mimic adult reading.
Choose and/or view books independently.
Start to recognize print and/or pictures in the environment. Recognize and say letter(s) in his/her name.
Identify and talk about pictures in books. Say a phrase or word over and over from a book, finger­play
or song. Begin to anticipate what happens next in the story. Pretend to write or type.
★
Read with a child or small group of children several times a day.
★
Encourage and assist toddler to pick out books from a shelf. Have variety of books available within child’s reach.
★
Label familiar items in the environment with printed words and pictures at child’s eye level. Label child’s cubby with their name and photo. Label toy shelves, cabinets, furniture, rooms, etc.
★
Provide print­rich
environment by including magazines, children’s books, dramatic play items such as menus, catalogs, etc. Encourage talk about printed items in response to child’s attempts at picture and print recognition.
★
Read predictable books, encourage child to participate by asking questions about the story or pictures. Tell a story, pause and allow child to add to the repetition of the story line or ask child what comes next.
★
Provide paper and tools such as large crayons, markers and chalk for child’s use in several play areas. For pretend play, provide a keyboard for typing.
21STANDARD 4
Comprehension: The child will attach meaning to sounds, gestures, signs and words heard.
Young Infant: 0­8
monthsThe Baby May: Begin to respond to sounds in the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Startle or turn in the direction of sounds in the environment.
Respond to familiar words or gestures. (For example: stops crying when teacher says “bottle” or smiles and laughs when told “mommy is here.”)
★
Respond to sounds in the environment by naming sounds or narrating what is happening related to the sound by saying “the phone is ringing. I will see who it is.”
★
Pair words with actions and objects during play activities and daily routines.
Mobile Infant: 6­18
monthsThe Baby May: Begin to follow simple directions and demonstrate understanding of home and/orEnglish language.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Recognize familiar social games and routines.
Respond to simple questions or requests.
Point to objects, pictures and body parts as part of interactions with adults.
★
Play games such as Pat­a­Cake,
Peek­a­Boo
or This is the Way We Wash Our Hands. Observe child starting the game and joining in the play. (Pat­hands,
cover eyes, rub hands.)
★
Look for opportunities to ask child questions such as “Can you find the doll?” or “Would you please hand me the ball?”
★
Ask child to point to objects in the room, pictures in books or body parts during routines and playtime. (For example: “Show me the doggie” or “Point to your toes, let’s hide them in your socks!”)
22Toddler: 16­36
monthsThe Toddler May: Demonstrate understanding of the meaning of stories, social games, songs and poems; begin to understand more abstract ideas, feelings, positions in space; and begin to be involved in limited conversation.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Demonstrate an understanding of language spoken at home.
Listen and respond to one and two­step
directions, stories, rhymes or finger plays.
Answer simple questions.
Begin to understand the sequence or order of a story. Tell a story from imagination or experience.
★
Have families provide descriptions in their home language, special words related to routine, daily activity, expressions, etc.
★
Use home language that the child understands. Build on the child’s current level of communication.
★
Encourage child to respond to action words, such as “Let’s put the truck on the shelf” and “Let’s cover the baby with a blanket so she will be warm.”
★
Create opportunities for children to follow simple rhymes such as Teddy Bear Turn Around or Head, Shoulders, Knees and Toes.
★
Ask child simple questions that encourage child to be involved in a give­and­take
conversation. (For example: child says, “Ball, ball, ball.” Teacher responds, “Can you find the ball?” Child says, “Ball, ball, ball.” Teacher responds, “Yes you found the ball!”)
★
Read a story to a child; encourage child to look at pictures and guess what the story is about; ask child questions about what happened in a story; provide props to act out the story.
23­­STANDARD
5
PRE­WRITING:
The child will explore different tools that will lead to making random marks, scribbles and pictures.
Young Infant: 0­8
monthsThe Baby May: Begin to develop eye­hand
coordination and intentional hand control.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Reach, grasp and put objects in his/her mouth.
Bring hands together to middle of body, hold toys with both hands or pass objects from one hand to the other.
★
Allow infant to grasp finger or other object while holding, feeding or playing.
★
Provide infant­safe
items (including colorcontrasting and assorted shapes and sizes) for the child to practice grasping, reaching, releasing and grasping again. (For example: rattles, teething rings, etc.)
★
Place objects near infant, giving the infant opportunity to reach with either hand or both.
Mobile Infant: 6­18
monthsThe Baby May: Continue to develop small (fine) motor skills and incorporate more large (gross) motor skills that are used in pre­writing.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Use his/her fingers/hand to grasp large crayon, marker or other tool with a whole fist and mark strokes, lines or scribbles randomly on paper and other surfaces.
Develop purposeful pincer grasp (uses thumb and forefinger to pick up items).
Develop midline skills such as holding large crayons and transferring them from one hand to the other.
Begin to recognize the relationship between familiar pictures and printed words.
★
Provide crayons and other art materials for the child to explore and use during both indoor and outdoor play, such as finger­paint,
variety of paper (wall paper, paint paper, drawing paper, construction paper, etc.), large crayons, markers, and chubby size paint brushes, or large sidewalk chalk.
★
Respect scribbles as early forms of writing.
★
Provide opportunities for child to use pincer grasp, such as bead mazes, finger foods, safe objects to handle (knob puzzles) and simple activity boards.
★
Play Pat­a­Cake
and other fingerplay songs with the child to help with midline skills.
★
Write child’s name on cubby and all personal items. Make a photo book including pictures of each child and his/her family with written names.
24­­Toddler:
16­36
monthsThe Toddler May: Continue to develop small (fine) motor and large (gross) motor skills that are used in pre­writing.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Hold a large crayon or writing tool with a whole fist graspand scribble with increasing levels of control.
Explore drawing, painting and writing as a way ofcommunicating.
Tell teacher about drawing.
★
Introduce items that give the child an opportunity togrip, such as child­safe
scissors, simple large­piecepuzzles,
knob puzzles, blocks, animal or people figures,play dough, cars and trucks.
★
Play a variety of music and allow the child to randomlydraw (fingerpaint or paint at easel) while listening tothe music.
★
Allow children to draw or write in various locations(outdoors, on floor, under table) and positions(standing, sitting, lying down).
★
Provide pre­writing
experiences using differentmaterials, such as child��appropriate
foam (not shavingcream) or fingerpaints. Other tools to use includesponges or various sized paintbrushes.
★
Provide a variety of drawing and writing materials for achild to explore and use during both indoor andoutdoor play. Respect scribbles as early forms of writingand encourage efforts.
★
Model the use of drawing and writing in everydayexperiences.
★
Talk with the child about his/her drawing (includechild’s words or description of the picture); displayhis/her drawings and writings at child’s eye level.
25MATHEMATICS
4
26­MATHEMATICS
Through play and exploration, very young children begin developing math concepts. These concepts are much broader than counting and number experiences. Children begin to notice similarities and differences and experience size, shape, texture and function through his/her senses. Young children also begin to understand quantity, time and space through care giving routines and daily activities.
As children’s abilities grow, their interests become more complex. Teachers must be observant and recognize when it is time to build on existing skills and incorporate more challenging activities. Daily routines and activities can yield unplanned learning opportunities. Cutting a sandwich, matching socks and counting toes are all examples of activities in which math concepts can be identified.
STANDARD 1
The child will begin to develop an awarenenss of pattens in the environment.
Young Infant: 0­8
monthsThe Baby May: Demonstrate expectations for familiar sequences of event.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Focus on pictures and patterns.
Kick feet, wave arms or smile. (For example: when bottle is seen in expectation of being fed.)
Pick up and mouth objects.
★
Place a variety of pictures and patterned objects at the infant’s eye level. (For example: on the floor, hanging from the ceiling, in the crib, etc.)
★
Talk about care giving routines. (For example: “yourbottle is warming, and then you can drink it.”)
★
Provide easyto­clean,
durable objects of different patterns and textures.
27Mobile Infant: 6­18
monthsThe Baby May: Begin to recognize similarities and differences, including familiar and unfamiliar people, objects and routines.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show anticipation of daily events. (For example: may movetoward the table after hand washing without the teacher’s instruction.)
Begin to be aware of differences between shapes, colors and textures.
Show preference for a special blanket, toy or activity.
★
Provide a predictable schedule and sequence of routines.
★
Provide groups of toys of various colors, shapes andtextures. (For example: nesting cups, cube blocks, etc.)
★
Provide familiar blanket or toy at rest time or other times as needed for comfort.
Toddler: 16­36
monthsThe Toddler May: Begin to demonstrate an understanding of patterns in the environment.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show interest in patterns in finger plays, nursery rhymes or songs.
Recognize that things have special places and that like things are grouped together.
Match objects to pictures.
Recognize patterns.
★
Plan and use finger plays and songs with repeating action or patterns. (Where is Thumbkin or Are you sleeping?, etc.)
★
Label things in the environment (toy containers, centers, etc.) with pictures and written words. Label containers so that the child can have the opportunity to return things to the same place.
★
Provide simple matching games, puzzles and other manipulatives.
★
Use language to help point out patterns in the environment. (For example: say “Look! You have a pattern. Red. Blue. Red. Blue. What comes next?”)
28n moving with purpose. (For example: reaches for toy.)
STANDARD 2
Spatial Awareness/Geometry : Children become aware of themselves in relation to objects and structures around them.
Young Infant: 0­8
months The Baby May: Experience differences in his/her location, his/her position and the position of objects in the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show a preference for how he/she is held by the caregiver.
Extend his/her reach to kick or touch objects.
Feel the shape of objects. (For example: wrap hands around the bottle during feeding.)
★
Be aware of the infant’s preference for being held and hold the infant in his/her preferred position.
★
Provide items hung within the infant’s grasp so that the infant has the opportunity for reaching while lying on his/her back.
★
Provide safe objects to hold and use language to describe what the infant is touching.
Mobile Infant: 6­18
monthsThe Baby May: Begin THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Begin to become mobile (roll over, sit up, crawl and walk).
Manipulate three­dimensional
objects.
★
Provide safe places and time for child to practice moving him/herself over, under, through, in and around various objects and spaces.
★
Provide child­safe
washable balls, blocks, play foods, buckets, boxes, etc.
29Toddler: 16­36
monthsThe Toddler May: Explore materials and space by handling, building, moving and manipulating.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Build and explore structures of various sizes using boxes, blocks, sand molds and pots and pans.
Begin to be aware that shapes have names.
Learn to manipulate his/her body in relation to people and objects around them. For example, the child might sit on another child, although having intentions to sit beside the other child.
★
Interact with the child using words like “on top of,”“inside” and “behind.”
★
Provide toys of simple shapes and play with the child. Provide a name for the shapes as the child shows interest.
★
Provide language and experiences. (For example:“You’re sitting on your friend’s lap; let’s move, so you’resitting beside Jimmy.”)
30STANDARD 3
Number Sense: The child will begin to develop an awareness of quantity.
Young Infant: 0­8
monthsThe Baby May: Begin to explore objects in the environment, developing a foundation for number awareness.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Reach for more toys.
Enjoy being read books that incorporate numbers and counting.
★
Provide toy sets that are within the infant’s reach. (For example: multiple blocks, rattles, nesting toys, etc.)
★
Read books that have themes such as big and small, more or less, and counting.
Mobile Infant: 6­18
months The Baby May: Begin to show interest in characteristics of objects such as size or quantity.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN
Show an interest in singing in the environment and begin to participate in singing along to songs that include numbers and counting.
Fill containers with objects and dump them out.
Begin to use symbols, signs and language to show wanting “more.”
Match objects one to one. (For example: Put lids on containers.)
Begin to nest objects inside of one another.
★
Sing songs that introduce counting and encourage the child to sing along. (For example: Five Little Ducks Went Out to Play; One, Two Buckle My Shoe.)
★
Provide opportunities for child to fill and dump containers with objects at the water table and sand table.
★
Respond with words and models, symbols, signs or language cues in response to child’s request.
★
Provide pots and pans with lids and talk about the activity. (Teacher may say “You found the lid for that pan.”)
★
Provide objects that can be placed on top of or inside one another (measuring cups).
31Toddler: 16­36
monthsThe Toddler May: Begin to develop an understanding of numbers, the counting process and making comparisons (measurement).
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN
Match one to one with larger quantities.
Connect language to concept and understand the differences in specific quantity and size. (For example: “more milk,” “two eyes,” and “He has more than me!”)
★
Invite the child to help set the table for meals, giving him/her instructions such as putting a spoon on each napkin at the table for each person.
★
Ask questions that involve numbers, as well as readbooks and sing songs that include counting and matching.
★
Use mathematical terms in everyday conversation. Use language including quantity and size in normal interaction. (For example: “Dion, please bring me two blocks” or “Which truck is bigger?” or “Which bucket has more sand?”)
325PHYSICAL DEVELOPMENT
33PHYSICAL DEVELOPMENT
During infancy through age three, children are not only growing physically in size but are also gaining control over their bodies. All children should be introduced to both indoor and outdoor space that allows them to be involved in a variety of appropriate physical activities. Small and large muscle skills and self­help
skills increase over time. Healthy and safe environments should allow children freedom to move so that they can learn and grow to their potential.
Most children naturally discover and explore how to move their bodies. When given opportunities to move freely on the floor or on a mat, they strengthen their trunk and limb muscles. When a child learns to sit or hold an item it is the foundation for later learning.
(If needed, teachers should use adaptive equipment, ask for help with positioning and movement needs of the child and/or participate in medical care routines as needed.)
STANDARD 1
Large Muscle Development – The child
will participate in activities that involve large motor skills.
Young Infant: 0­8
monthsThe Baby May: Demonstrate basic movements. (For example: lifting and controlling head, developing abdominal muscles, moving arms and legs, rolling over, sitting with and without support and beginning creeping.)
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Turn head from side to side.
Raise head off floor.
Kick feet and move hands.
Push head and chest off the floor.
Roll over.
Sit with support.
Sit without support.
Rock back and forth on hands and kneesand begin to crawl.
Stand firmly on legs with assistance while in teachers lap.
★
While holding and supporting the infant’s head, tell him/her a nursery rhyme.
★
Provide time and a safe space for infant to lie on his/her stomach. (For example: sit or lie on the floor with infant; talk, sing or read to the infant.)
★
Encourage motor development during routine activities such as diapering, bathing, feeding and changing clothing. (For example: singing songs, moving and stretching arms and legs and doing finger plays).
★
Encourage infant to lift head by holding a toy in front of face. Try to get infant to hold head up and look at you and the toy.
★
Provide safe places for infant to move freely. Encourage infant to roll by rotating a toy from one side of infant’s line of vision to the other.
★
Hold infant in lap while reading a board book together or provide infant with firm, cushioned support when seated on the floor.
★
Keep infant in positions that allow free movement duringthe waking hours. Avoid restrictive devices such as infant seats or swings. Car seats in vehicles are the exception.
★
Encourage activities that facilitate motor development byputting a toy just out of reach, displaying pictures, toys,mirrors, etc. at infant’s eye level. Give infant a safe place to move and explore. Talk to infant about what he/she is doing. (“Wow! You crawled to the book area. You are ready to look at books.”)
★
Hold infant in lap and allow him/her to stand or pullhim/herself up with your support.
34­Mobile
Infant: 6­18
monthsThe Baby May: Demonstrate basic locomotor movements.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Creep and crawl.
Pull self to standing by holding on to furniture.
Stand alone with and without support.
Walk with assistance.
Walk without support.
Climb into chair and seat self.
Walk up and down stairs.
★
Engage child from a short distance by calling name or offering a favorite toy. Provide soft climbers, tunnels or obstacles for child to crawl through or over.
★
Entice child to pull up by placing toys on secure and stable shelves and furniture.
★
Be alert for child who can stand but not sit back down and provide assistance when child indicates the need. Put child with diagnosed physical disabilities in prescribed adaptive equipment so he/she can move around and interact with others.
★
Provide wide­based
push toys with handles such as toy grocery carts, toy lawn mowers or riding toys. Offer a finger or hand at child’s level to hold as child leads.
★
Include daily activities both indoors and outside that involve movement and exercise. (For example, use records, cassettes, or CDs that contain games and songs that require child to practice movement skills.)
★
Be alert to child’s growing climbing abilities by providing close supervision and safe options such as pillows and low platforms, childsized chairs or low climbers.
★
Provide balance beams, low climbers, stairs, slides and appropriately­sized
furniture for child to become aware of physical abilities and to practice skills.
The Baby May: Use large arm movements (non­locomotor).
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Bang toys and objects on table or floor.
Throw balls or objects and move arms up or down with purpose.
Use rhythm instruments.
★
Play with child in simple block play or offer pots, pans, wooden spoons, musical items (shakers, rattles, etc.) or pounding toys for banging.
★
Provide beanbags, balls or socks for tossing. Use easel painting, chalkboard drawing, block play, finger paint, play dough and other sensory experiences to encourage coordinated arm movements.
★
Purchase or create simple rhythm band instruments such as a drum (oatmeal box), rhythm sticks (dowel rods), sand paper blocks (cover wood with sand paper), bells, tambourine or shakers. Make available and accessible to child.
35­­­Toddler:
16­36
monthsThe Toddler May: Demonstrate beginning non­locomotor
movements.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Sway or rock to music.
Squat, stoop or bend.
Reach for an object on tiptoes.
Try to balance while standing on one foot.
★
Hold a child’s hands to dance and sway with a variety of music.
★
Include daily music or movement activities such as stretching, bending, turning and other exercises that teacher and child create. Encourage child to pick up objects during daily routines.
★
Encourage child to reach (blowing bubbles, using a flashlight to “chase” the light, or singing Twinkle­Twinkle
Little Star and show children how to reach for the stars).
★
Tell child a short simple story and have them act out actions. (For example: bend like a tree in the wind, push a heavy ball, pull a rope, and stand on one foot like a flamingo.)
The Toddler May: Use large arm movements (non­locomotor).
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Use rhythm instruments.
Throw balls or objects.
Use full arm motion to participate in sensory experiences.
Use blocks or other materials.
★
Purchase or create simple childsafe rhythm band instruments for music and movement activities and free play. Examples include drum (oatmeal box), rhythm sticks (dowel rods), sand paper blocks (cover wood with sandpaper), bells, tambourine or shakers (cans or plastic bottles with beans, seeds or sand inside).
★
Provide ageappropriate balls and beanbags in various sizes and textures. Play games with the child that include throwing, pushing or rolling the ball back and forth, tossing bean bags into a box or target, or playing basketball with a child sized hoop.
★
Provide large surfaces and easels for children to engage in sensory experiences. Play in nontoxic materials such as finger paint on large paper; use large paintbrushes; use a rolling pin and pounding tools with play dough; sand/water table with scoops and pitchers.
★
Provide opportunities for a child to participate in activities that require pushing, pulling, stacking, rolling, dumping with construction materials such as assorted blocks, cardboard boxes and containers.
36The Toddler May: Demonstrate advancing balance, control and coordination.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Carry object while walking.
Dance to music, including songs that direct movement.
Jump off low objects.
Move on riding toys without pedals using feet.
Stop and turn while running.
Ride a toy using pedals.
Walk up and down low steps with assistance.
★
Encourage child to pick up and carry objects. (For example: a scavenger hunt, putting toys away and using a bucket to transport objects, etc.)
★
Play a variety of music demonstrating body movements encouraging children to imitate or freely move to the music.
★
Provide opportunities for a child to jump using a low play structure, tape on the floor and jumping in and out of a hoop. Include activities that imitate the movement of animals. (For example: hop like grasshoppers, frogs, rabbits or kangaroos.)
★
Provide age and size appropriate riding toys without pedals in an environment that allows free movement in a safe, large area.
★
Provide large area that is safe enough that a child can practice running, jumping and walking on tiptoes.
★
Provide age and size appropriate riding toys with pedals in an environment that allows free movement in a safe, large area.
★
Provide platforms or steps for a child to walk up or down with assistance as needed.
The Toddler May: Demonstrate spatial awareness of whole body.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Become aware of how his/her body moves through space.
Walk backwards.
Climb structures.
★
Create a series of tunnels, boxes and other materials for the children to crawl into and on top of. As the child moves describe his/her position. (For example, when the child is in the box say “I see you’re in the box.”)
★
Provide a variety of activities and materials such as scarves, hoops and parachute.
★
Provide safe push and pull toys that the child can pull while walking backwards. Encourage small group experiences with simple games such as Follow the Leader and Ring around the Rosy.
★
Provide age appropriate and safe equipment for the child to utilize during free play indoors and outdoors.
37STANDARD 2
The child will participate in activities that involve small motor skills.
Young Infant: 0­8
months The Baby May: Demonstrate basic small muscle movements.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Start with tight fists leading to open fist.
Grasp and release whatever is put in hand.
Play with fingers and put them in mouth.
Play with grasped objects.
Reach for and swipe at dangling objects.
Rake objects with hands.
★
Offer your finger or thumb to grasp; avoid putting objects in a very young infant’s hand as he/she is unable to release them.
★
Offer the infant a variety of toys (soft blocks, musical toys, rattles), which they are able to easily grasp and release. While the infant is experimenting with toys, talk about how infant is squeezing, reaching, holding or grasping the toys. (“You have a tight grip on that red rattle.”)
★
Incorporate a routine for frequent hand washing. Sing a hand washing song while assisting infant to wash hands and encourage healthy habits.
★
Provide toys that are scaled to size so infant can grasp, chew and explore them. Offer toys that have washable surfaces and are large enough to avoid choking such as vinyl, rubber, plastic or cloth books and toys.
★
Place activity centers at the head or foot of a reclining or sitting infant. Sit with infant and encourage infant to touch or move the center with hands or feet. (“What does that one do?” Teacher points. “That makes a crackly noise when you move the purple knob.”)
★
Provide sensory experiences by placing textured objects such as activity blankets, feely boxes, or touch and feel boards on a flat surface in front of baby.
38­Mobile
Infant: 6­18
months The Baby May: Demonstrate increasing control of small muscles in hands.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Reach and successfully grab objects of interest.
Pick up objects with thumb and forefinger (pincer grasp).
Use simple hand signs and gestures.
★
Place toys/books just out of reach but still accessible to encourage the child to reach for them. Items may be placed on the floor, a low shelf or held in an adult’s hand.
★
Provide opportunities and materials that encourage infants to use small muscles. Appropriate items may include books, nesting containers, plastic animals, thick crayons or markers with large sheets of plain paper, play dough for poking and pounding, and knobbed puzzles.
★
Provide containers for filling and taking out objects.
★
Provide opportunities for child to feed self, using appropriate finger foods.
★
Encourage child to wave byebye as parents, teachers and friends leave the room. (Introduce infant sign language.)
39­­­Toddler:
16­36
monthsThe Toddler May: Develop small muscle strength and develop coordination of hands and fingers.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Continue to use both hands together and show no strong preference for a dominant hand.
Use hands to explore sensory materials.
May begin to favor one hand over the other.
Use hands to pound, poke, squeeze and build.
Manipulate various art mediums.
Begin to snip with safety scissors.
Hold crayon, pencils and markers with thumb and finger.
Imitate finger plays with a growing complexity.
Use both hands at the center of the body with increasing complexity.
Exhibit increased control when using various tools and objects.
Use items for building, stacking and fitting/connecting.
★
Provide a variety of manipulatives such as large beads andfish tank tubing, shape sorters, puzzles, sidewalk chalk and puppets.
★
Encourage exploration of materials using the sense of touch (non­toxic
finger paint, gelatin, water, mud, fabric squares and sandpaper).
★
Offer object to both right and left hands of the child from various positions.
★
Provide play dough without tools at first, bubble wrap, soft blocks, sponges and bean bags for a child to pound, poke, squeeze and build.
★
Provide finger paint, collage materials, play dough andtools, markers, crayons, chalk, blunt scissors and paper.
★
Allow child to investigate scissors using art materials such as paper plates, play dough and various types of paper.
★
Provide blank paper and other materials of various sizesand textures for drawing and marking.
★
Allow opportunities for both independent drawing and shared drawing both indoors and outdoors.
★
Do finger plays often such as Itsy Bitsy Spider or Five Little Monkeys.
★
Provide small inter­locking
cubes or large snapping blocks for play. Encourage clapping activities and exploration of musical instruments such as rhythm sticks, cymbals and sand blocks.
★
Provide sand and water table and tools to squeeze and pinch. (For example: turkey basters, sponges, plastic eyedroppers, tongs and chopsticks.)
★
Provide art media and materials such as play dough, washable crayons, markers, paints, chalk, tape and glue.
★
Provide opportunities to fold, tear and explore various types of paper.
★
Provide a variety of books for turning pages.
★
Interact with child using puppets. As the child uses the puppet the teacher can engage in turntaking conversation.
★
Provide twoto fourpiece puzzles, pegboards, stacking toys and objects to string onto straws.
40STANDARD 3
Child will participate in activities that require coordination of eye and hand movements.
Young Infant: 0­8
months The Baby May: Begin to focus and follow objects with eyes, reach for and grasp objects.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Follow people and objects with eyes.
Reach for and grasp objects.
Look at objects in hand.
Move objects from one hand to another.
★
Draw attention to a mobile or picture, or show the infant an object he/she can follow with his/her eyes during diapering or floor time. Talk to infant about the mobile or picture.
★
Show the infant an object and encourage infant to reach for the object. Describe what infant is doing.
★
Provide wrist rattles and soft brightly patterned toys. Play Pat­A­Cake
with infant, or assist infant with a simple finger play.
★
Provide a variety of toys that can be held, grasped or moved from one hand to another.
Mobile Infant: 6­18
months The Baby May: Begin to strengthen hand and eye coordination by making hand to object contact.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Put objects in containers, eventually matching shapes.
Stack blocks.
Place simple knobbed puzzle pieces into puzzle frame.
★
Talk with child describing colors and shapes as he/she places objects in containers.
★
Let the child watch you stack a block and then give him/her time to stack his/her own blocks.
★
Play with child using large pegs and pegboards, knobbed puzzles with three to five pieces, and shape sorters.
41­Toddler:
16­36
monthsThe Toddler May: Demonstrate basic hand and eye coordination by making hand to object contact.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Play with interlocking toys.
Catch a rolling ball with both hands.
Scribble spontaneously; begin to imitate marks.
Sort various objects by size, color, and shape.
Begin fastening and unfastening.
Turn pages of a book one by one.
Build with blocks by stacking or lining up blocks end to end.
Use hands for simple finger plays.
Scoop, shovel, fill, pour, and dump.
Use a tool to pound objects.
Cutting with scissors.
Use thumb and fingers to squeeze objects.
★
Provide pop beads, large interlocking blocks, bristle blocks, snap blocks, linking cubes, puzzles or peg boards.
★
Sit on the floor in front of child with legs outstretched in a V and roll a ball back and forth to each other. This may also be done as a small group activity with everyone sitting in a circle.
★
Make writing materials accessible such as crayons, markers, paper and chalk throughout the day. The teacher can provide pencils, paint, glue sticks and ink/paint dobbers with supervision.
★
Provide materials for sorting such as a shape sorter, beanbags, blocks, balls or colored plastic eggs.
★
Provide opportunities for snapping, buttoning, zipping, wrapping or unwrapping or closing and opening containers.
★
Provide board, cloth or vinyl books for free exploration at all times.
★
Provide an assortment of blocks including cardboard, wooden, hollow, vinyl or plastic.
★
Sing songs with hand motions or do simple finger plays with the toddler such as the OpenShut Them or Where is Thumbkin?
★
Provide pouring and dumping activities such as sensory tables or tubs with water, sand and other safe and appropriate sensory materials both inside and outdoors.
★
Provide pounding benches and hammers, pans and lids ofvarying sizes, wooden spoons and plastic tubs or play dough with a hammer.
★
Provide child­safety
scissors, scrap paper, card stock, recycled gift cards, wrapping paper and other appropriate materials.
★
Provide child tweezers or tongs, eyedroppers, snap­beads,
chop sticks and turkey basters in the sensory play area.
42STANDARD 4
Child will participate in activities that require the development of self­help
skills.
Note: The first resource is the child’s family. Everyone benefits when there is close communication with families to learn about their cultural practices related to caregiving routines such as feeding, sleeping/naps, and encouraging children to gain independence.
Young Infant: 0­8
months The Baby May: Begin to participate in self­help
activities.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Coordinate sucking, swallowing and breathing.
Develop own schedule of feeding and sleeping.
Develop self­soothing
skills. (For example: sucks thumb or pacifier.)
Begin to mouth and gum solid foods.
Attempt to feed self.
★
Allow infant to determine the pace of feeding and respect individual differences.
★
Recognize and follow the infant’s changing patterns (time and amount needed) for eating and sleeping.
★
Be responsive to individual comfort needs. Allow infant to suck thumb, use a pacifier or cuddle a blanket. Be mindful of responsive practices such as holding, rubbing, patting, hugging, adjusting lighting and noise levels, swaddling and rocking that may help infant feel secure.
★
Work with families and follow nutritional guidelines when introducing solid foods.
★
Allow infant to assist in holding a bottle. Provide simplefoods such as crackers or cereal.
43­­­­Mobile
Infant: 6­18
months The Baby May: Demonstrate increased participation in self­help
activities.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Begin to feed self (hold bottle, use fingers,imitate others, use spoon and cup, but may spill).
Indicate wants through gestures and vocalizations.
Attempt to undress and dress self.
Gain more independence and self­regulation
in rest habits.
Assist in care of self (in picking up toys, wiping nose, washing hands, daily routines).
★
Eat and drink with the child to model feeding skills (familystyle dining). Provide time and appropriate utensils and equipment for self­help
such as unbreakable cups with handles, small spoons, bibs, paper towels for clean up and items that are designed or adapted for children with varying types and degrees of development and disabilities.
★
Recognize and respond appropriately to child’s vocalizations and gestures in a timely manner. (“I hear you crying; you might be hungry. Would you like your bottle?”)
★
Encourage child to pull off socks, put on or take off shoes, or put on hat, etc. Describe activities that assist children in acquiring skills. (“Let’s pull off your hat, and then your shoes.”)
★
Work with families about rest time patterns and when to transition from crib to mat/cot or a bed.
★
Provide an environment that allows children to rest or sleep as needed.
★
Provide opportunities in the daily routine for children to imitate and practice selfhelp activities (by assisting with handwashing, singing a cleanup song while picking up toys, dumping plate after meals).
44­­Toddler:
16­36
monthsThe Toddler May: Demonstrate and improve self­help
skills.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Undress/dress first with assistance and then independently.
Feed self.
Learn to use the toilet. (This will be a progressive and regressive process.)
Assist with simple tasks.
Care for body.
Begin to self­regulate
resting needs.
★
Use adequate time during routines and transitions to support a child’s growing independence from undressing with assistance to without assistance. The teacher can provide assistance with fastening.
★
Provide dressup clothing that is an appropriate length, loose fitting, elasticized, over­sized
or has large zippers and buttons so a child can practice dressing and undressing in the dramatic play area.
★
Provide dressing dolls, dressing frames that provide practice with zippers, buttons, snaps and loop fasteners.
★
Provide access to sinks to encourage hand washing done independently before and after eating.
★
Use child­sized
unbreakable utensils and furniture during meals.
★
Serve meals family style, respecting ethnic and cultural diversity, valuing family input, while allowing the child to serve his/her own food.
★
Expect that a young child is curious about his/her food and needs extra time to experiment during mealtime.
★
Sit children together at the table for eating to provide a more social experience. Allow time for interaction during a relaxed mealtime.
★
Respect individual eating needs.
★
Sit with the child to extend conversations and to model appropriate eating behaviors and table manners.
★
Provide potties, very low toilets or adaptive equipment to encourage independence.
★
Provide assistance as each child needs.
★
Cooperate with family in understanding individual and cultural differences regarding toiletlearning readiness.
★
Work with family to provide manageable clothing. Support a child’s growing independence by offering positive reinforcement and by being responsive to a child’s verbal and non­verbal
signals.
★
Keep a change of clothing available to use as needed.
★
Provide access to sinks to encourage independent hand washing after toileting.
★
Provide opportunities and encourage the child to pick up and put away toys, set the table, wipe the table, clean up spills, sort socks, fold dish cloths, etc.
★
Encourage the child to wipe his/her nose, brush teeth, properly wash and dry hands, etc.
★
As child learns to rest according to a group schedule, individual needs are still important and provisions should be made for the child who needs a quiet time earlier in the day, if not an actual nap.
★
Create a ritual around naptime and going to sleep. Start the ritual by transforming the room so it suggests sleeping rather than play. The atmosphere is subdued and hushed so that a child feels the transition.
45HEALTH AND SAFETY
6
46HEALTH AND SAFETY
Very young children begin to develop awareness of self and their own abilities as they grow from infancy to age three. For optimal development, teachers see to children’s health care, supervision and nutritional needs. Providing learning experiences that encourage exploration in a safe and healthy environment and modeling appropriate actions and behaviors are also strategies that promote development.
Hand washing routines, dressing for weather, and eating nutritional foods are some health and safety practices that occur daily in a learning environment. Teachers are responsible for creating a setting where good hygiene and sanitation are practiced; providing safe and appropriate space, materials and furnishings; and modeling good health and safety behaviors.
STANDARD 1
The child will participate in activities that promote health, safety and nutrition.
Young Infant: 0­8
months The Baby May: Become familiar with routines of health and safety practices, while relying on teachers to provide a safe environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Explore surroundings by reaching and seeking things to touch, grab, hold or put in his/her mouth.
Respond to repetition and adult conversation and singing during caregiving routines. (For example: the child might relax during bathing, diapering, or feeding routines.)
Show increasing interest in being fed, food and meal times (from recognizing breast or bottle to holding bottle or cup; from opening mouth for food to finger feeding, etc.).
Use different gestures and cries to indicate basic care and health needs (hunger, sickness, sleepiness, discomfort, etc.).
★
Provide a safe physical environment. (For example: complete regular safety checks, both indoors and outdoors, clean and sanitize the child’s items daily and as needed.)
★
Closely supervise infant and monitor physical health. (For example: conduct daily health checks and be aware of any allergies, medications, etc. the infant may have or need.)
★
Perform caregiving routines slowly and carefully, telling infant what is coming next, being respectful of the infant’s response time and waiting for infant readiness before taking each step. For example say: “Now we’re going to put on your socks” or “We’re going to change your diaper now.”
★
Communicate about routines through conversation, song, signlanguage or pictures.
★
Model good health and safety practices, especially proper hand washing techniques and oral health practices. (For example: wipe the infant’s gums with a clean, soft cloth after feedings.)
★
Acknowledge families’ cultural or religious food preferences.
★
Follow appropriate health and safety guidelines related to child nutrition.
★
Provide accommodations for breast feeding and/or use of expressed breast milk.
★
Respond to infants’ individual feeding preferences.
★
Hold infant when using a bottle for feeding and engage in eye contact and conversation.
★
Be aware of allergies of individual infant; serve nutritious and age­appropriate
foods that do not pose a choking hazard.
★
Understand, recognize and respond positively and promptly when the infant indicates need.
47Mobile Infant: 6­18
months The Baby May: Show increasing awareness, imitate and begin to participate in health, safety and nutrition practices.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Begin food transitions, such as from breast milk or formula to milk or milk substitute; pureed or jar baby food to finger foods, etc.
Begin eating solid foods and to show increasing ability to feed self.
Participate in health and hygiene activities. (For example: offer hands to be washed, hold toothbrush for brushing teeth, mimic cleaning using a cloth to wipe table, etc.)
Become increasingly curious and mobile and explore his/her environment.
★
Work with family and health care providers to coordinate the introduction of new foods. Respect the child’s and family’s food preferences and the child’s developing self­feeding
abilities.
★
Provide opportunities for child to select safe foods and to feed self.
★
Encourage the child to establish healthy eating habits. (For example: provide drinking water throughout the day.)
★
Encourage the child’s interest and participation in basic care routines.
★
Ask the child what the next step in the routine is.
★
Make care routines an enjoyable experience by using songs and fingerplays.
★
Ensure a child­safe
environment is provided. (For example: get on the child’s eye­level
to see potential safety risks; use outlet safety covers; provide locked cabinets for cleaning supplies and medications, etc.).
48Toddler: 16­36
months The Toddler May: Show increasing understanding of and initiate health and safety practices.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Show body awareness related to basic care routines (become quiet when placed on changing table; put brush/comb to hair; show discomfort when wet or soiled; may hide to have bowel movement, etc.).
Show interest in activities that promote health and begin to participate in care routines (wash and dry hands with adult assistance; put arms out when coat is being put on; participate in cleaning up a spill, etc.).
Begin to recognize bodily functions and to show interest in using the bathroom instead of the diaper.
Respond to adult guidance and reminders related to health and safety. (For example, “Time to go potty.”)
Eat independently using child­sized
dishes and utensils and exhibit food preferences; may have periods of picky eating or increased appetite.
Communicate nutrition­related
information and show interest in dramatic play materials related to food and nutrition.
★
Model and provide encouragement and opportunities to learn good health and safety practices, especially proper hand washing and hygiene techniques.
★
Closely supervise child and monitor physical health including written procedures to follow regarding allergies, medications, illness, etc.
★
Work with family to coordinate timing and process for toilet learning.
★
Be aware of the child’s elimination patterns in order to help him/her recognize times to use the potty until he/she can better self­regulate.
★
Accept that spills and messes are a part of the learning process.
★
Serve foods that do not pose a choking hazard or cause an allergic reaction.
★
Assist child in feeding him/herself and helping with cleanup.
★
Set developmentally appropriate expectations for child in developing manners and etiquette.
★
Encourage child’s interest in and exploration of foods,both real and pretend.
49SCIENCE 6
50­­SCIENCE
Young children naturally explore. They are looking, touching, tasting, smelling and listening to everything in their surroundings. Infants, toddlers and twos react and respond to experiences and adults in the environment. Adults need to seize teachable moments and encourage children to build on existing skills.
All infants, toddlers and twos should have opportunities to be involved in sciencerelated concepts. Observing the fish in a fish tank, digging in the sand with a pail and shovel and finding another red truck are all activities that relate to scientific thinking and problem solving. These experiences will assist children in acquiring knowledge on which to build a better understanding of the world.
STANDARD 1
The child will begin to demonstrate early scientific inquiry skills by questioning, exploring, problem solving, discovering and examining.
Young Infant: 0­8
months The Baby May: Use his/her senses to explore the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Turn toward new sounds.
Feel different textures.
See faces and patterns.
Begin to understand cause and effect.
★
Provide different sounds in a variety of ways. (For example: playing childappropriate music, talking to infant, playing a music box, singing to infant, etc.).
★
Provide toys and fabrics of varying textures. (For example: large rubber balls; soft balls, touch and feel books.)
★
Hold infant while feeding, make eye contact while changing diapers, etc.
★
Provide variety of patterns in the environment such as colors, shapes and toys.
★
Look in the mirror with the infant while talking about what you are seeing (body parts, emotions, facial expressions, etc.).
★
Acknowledge promptly with words and a soothing or gentle touch when infant cries.
★
Add interesting toys that respond to the actions of the infant: soft balls, rattles, cloth toys, squeeze toys, plastic keys and mobiles.
51­­Mobile
Infant: 6­18
months The Baby May: Increasingly show interest in surroundings and gather information through senses and movement.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Continue to explore cause and effect.
Begin to solve problems.
Begin to notice the difference between familiar people and strangers.
Demonstrate object permanence.
Use simple tools in self care and play.
★
Provide sensory experiences such as water, sand, etc. Add tools such as a turkey baster, sifter and cups.
★
Provide everyday objects (rattles, blocks, balls, water table) for babies to safely explore, both indoors and out.
★
Provide simple problem solving tasks such as two to three piece puzzles.
★
Provide objects so child explores strategies to achieve a result (shakes a rattle for sound, grabs a toy to hear it squeak, drops toy so teacher will pick it up).
★
Provide support for child when strangers are present, introducing them and staying near child if needed.
★
Play games to reinforce object permanence. (For example: hide a toy under a blanket for child to find, play PeekaBoo, or a simple game of Hide and Seek.)
★
Provide for and encourage the child to pull the blanket to make a toy on top of it come closer, use a small broom to sweep, begin feeding self with spoon, push a toy cart, or play with push­button
toys, etc.
★
Provide manipulatives such as toy shovels, tools, small brooms and dustpans, large spoons, pans and washcloths.
★
Provide child­sized
spoons and sit and eat with child to be a role model during meal times.
52­Toddler:
16­36
months The Toddler May: Begin to develop scientific skills such as observing, comparing objects and exploring the environment.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Expand understanding of cause and effect relationships.
Continue solving problems.
Continue to use senses to discover.
Expand vocabulary related to scientific concepts such as observing, exploring and comparing.
★
Provide additional opportunities for child to affect the environment. (For example: containers to pour water, scales to place objects on, sand sifters, simple cooking experiences or gardening activities.)
★
Ask questions such as, “What do you think the ball will do when I drop it?”
★
Provide problemsolving games such as shape sorters, cardboard boxes, blocks, stacking toys and puzzles.
★
Talk with child about natural objects and everyday events (how does food smell, taste, etc.).
★
Provide a variety of sensory experiences through sensory tables, manipulative activities, etc.
★
Provide books, pictures, toys and objects that show scientific concepts. (For example: books and pictures that incorporate real photos rather than cartoon images.)
★
Engage in conversations with child asking about what they are seeing and doing. (For example: ask the child to tell you the differences between pictures of two dogs, tell you which of the buckets has more blocks or which crayon is longer, etc.)
53STANDARD 2
The child will investigate objects with physical properties and basic concepts of the earth.
Young Infant: 0­8
months The Baby May: Begin to notice the differences in physical characteristics of objects.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Begin to recognize people and objects based on their simple differences.
Use the five senses to experience physical properties of his/her environment.
★
Provide opportunities that allow the infant to experience the different properties in objects such as cool/warm, smooth/rough and wet/dry.
★
Provide opportunities in which the infant can experience the physical properties of things in the environment. (For example, feel the mist of the rain, play in the snow, feel warm water from the sink, etc.)
Mobile Infant: 6­18
months The Baby May: Demonstrate motivation and curiosity in exploring the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Develop an awareness of materials of the earth.
Use simple language with weather concepts.
★
Arrange the learning environment to include common earth materials (soil; snow; large, smooth rocks; or leaves; etc.).
★
Under close supervision, allow the child to explore the outside environment.
★
Provide and expand on concepts using the language demonstrated by the child. Concepts include sunny, hot, cold, rainy, windy, etc. (For example: a child is outside and squints his/her eyes; the teacher may say, “The sun is bright outside today!”)
54Toddler: 16­36
months The Toddler Might: Explore, discover, and investigate the physical properties of the earth.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Develop an awareness of seasonal changes and begin to gain understanding of weather concepts.
Ask questions about the earth.
Identify or label characteristics of the earth’s materials.
Participate in caring for the environment.
★
Play with child outside and talk about the weather. (For example: “You are wearing warm clothes and shoes because it’s cold outside” or “When you wear sandals, your toes feel warm in the summer sun.”)
★
Use weather words (cloudy, rainy, cold, warm, sunny, etc.) while singing and talking.
★
Engage child in safe activities to explore dirt, sand and water. (For example: “Why is the ground wet? Why are the leaves falling off the trees?”)
★
Provide samples of the earth’s materials for the child to identify and manipulate. (For example: a large rock with fossils and a large magnifying glass, baggies of red dirt, brown dirt and potting soil.)
★
Introduce child to pictures of natural phenomena. (For example: pictures or the ocean, caves, waterfalls, forests.)
★
Guide and point out moments and activities that help preserve the environment. (For example: recycle paper after an activity, turn off the lights when leaving a room, color on both sides of paper.)
55­­STANDARD
3
The child will observe and investigate living things.
Young Infant: 0­8
months The Baby May: Notice plants, animals and other people in the environment.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Respond automatically to the environment.
★
Provide an environment that includes living and nonliving items. (For example: artificial or nontoxic flowers or plants, realistic toy animals and photos of real animals.)
★
Sing songs and read books from a variety of cultural backgrounds that describe plants and animals and how they grow and change.
Mobile Infant: 6­18
months The Baby May: Explore characteristics of certain living things.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Respond to and/or express curiosity about living things.
★
Take the child on a nature outing to places (zoo, farm, or park) where she can observe and explore living things. This can also include taking a walk around the block, observing bugs swarm lights, watching ant hills form, or watching the leaves fall off the trees.
★
Supervise, model, and teach respect for plants, insects and animals.
★
Provide opportunities to listen to the sounds of nature (blowing wind chimes, rain and thunder outside, nature recordings, etc).
56Toddler: 16­36
months The Toddler May: Explore and investigate physical properties of living things.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Begin to understand characteristics of their environment.
Use sounds and simple words to describe things in the environment.
★
Take advantage of everyday events to talk with the child about nature and science. (For example: the changing weather, a growing puppy, animal sounds, etc.)
★
Provide a visual and print­rich
environment of items displaying various realistic types of animals, plants, and people.
★
Bring child­friendly
plants and animals into the environment for taking care of, observing and exploring.
57SOCIAL AND EMOTIONALDEVELOPMENT 7
58SOCIAL AND EMOTIONAL DEVELOPMENT
By nature, children are social beings. Social and emotional development is the key that unlocks the door of learning. When teachers develop positive, nurturing relationships with young children, the young child feels more secure in the environment and more likely to feel comfortable learning and growing. Caring teachers make a positive lasting impression on a child and how he/she feels about him/herself. Such relationships are likely to lead to a more emotionally secure and independent child. Social development serves as the foundation for relationships that give meaning to children’s experiences at home, school and in the community.
STANDARD 1
The child will develop social skills and a sense of security through relationships with others who consistently meet his or her needs.
Young Infant: 0­8
months The Baby May: Begin to form and maintain secure relationships with others.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Recognize, respond or react to familiar and unfamiliar adults. For example, accept physical contact and respond to cuddling or maintain eye contact during feeding and interaction with an adult.
Show interest in others by smiling, squealing, rapid arm and leg movement or other movements.
Show awareness of feelings displayed by others by matching the facial expressions and smiling responsively.
★
Be a caregiver who knows and builds a trusting relationship with the infant.
★
Recognize one’s own emotional state and use a calm manner when interacting with infants.
★
Talk to, smile at, or cuddle with and allow infant time to respond to you.
★
Follow the infant’s lead and respond immediately and consistently to cries and cues. (For example, follow the infant’s patterns for when he/she is hungry and how much he/she eats, sleeps and plays.)
★
Provide time for infant to watch others for short periods without interruption, for interaction with others and independent playtime.
★
Provide opportunities for infant to initiate interaction with other adults and children.
★
Make different facial expressions and allow time for the infant to mimic or respond to the expressions (happy, sad, excited, surprised, etc.).
★
Provide words to the infant’s expression of emotion such as hungry, sad, sleepy, etc.
59­­­­Mobile
Infant: 6­18
months The Baby May: Continue to strengthen relationships with adults and begin to develop an interest in other children.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Engage in social games with familiar people through playful back and forth interactions.
Show feelings of security with familiar adults. (For example: begin to explore but look back to teacher for reassurance, smile and go to familiar adults when they enter the room, and snuggle closer to a familiar adult when an unfamiliar person tries to hold him/her.)
Express self by using verbal and non­verbal
cues, such as raising arms to show he/she wants to be picked up or held.
Begin to relate to other children.
★
Provide opportunities for child to engage in games such as Pat a Cake, PeekaBoo, Dropsy, and fillandempty containers.
★
Allow child to explore independently while providing attentive supervision (watch the child and be available when he/she looks back to the teacher for reassurance).
★
Reassure child when teacher transitions occur. (For example, “I’m going on break now. Ms. Suzie will help you if you need it” or “Daddy is going to fix our lunch. We can play together again after we eat.”)
★
Respond to child when attempting to communicate needs or wants.
★
Allow opportunities for interaction near or with other children. (For example, play simple games like rolling a ball back and forth.)
60­­­­Toddler:
16­36
monthsThe Toddler May: Continue to develop social interaction skills and begin
to show independence while maintaining strong attachments with caregivers.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Engage in solitary play, coloring, building or looking at picture books for a few minutes.
Engage in parallel play by playing alongside another child, imitating action or using similar materials.
Engage in brief social games that last a minute or two.
Recognize familiar people in person or in a photograph.
Express self verbally and non­verbally
with gestures. May become frustrated when not understood.
Respond to and initiate interaction with others. Smile or laugh in delight in response to others and show concern when others are hurting or crying.
★
Provide space and materials for child to engage in play on their own. Include indoor and outdoor playtime.
★
Provide opportunities for child to choose to play next to or with another child and provide more than one of the same toys and materials from which to choose.
★
Provide opportunities for child to engage in interactive games (Ring Around the Rosy, Itsy Bitsy Spider, giventake, roll the ball, etc.).
★
Display photographs of the child’s family and pets at his/her eyelevel. Ask child about the photos.
★
Recognize the child’s attempts to communicate through gestures and attempts to use words to express needs and desires. Caregiver should provide words to describe these attempts. (Daisy points at the block and utters “uguh.” Teacher says, “Block. Daisy do you want the block?”)
★
When appropriate, encourage the child to try to comfort others who are sad, hurting or angry.
61STANDARD 2
The child will develop strategies to regulate emotions and behavior.
Young Infant: 0­8
months The Baby May: Begin to develop the skills necessary to participate in a variety of settings.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Learn to sleep through normal environmental noise such as the dishwasher running, conversations, etc.
Give cues to how they are responding to the environment. (For example: stop crying or kick legs in excitement when a familiar object is given to them, turn head and break eye contact when someone is in the space, frown, and/or arch back when there is too much noise, light or activity.)
Learn to calm or soothe self when upset or tired, such as sucking fingers or a pacifier.
Relax when rocked gently and then fall asleep when placed in crib.
★
Maintain normal activity while infants sleep.
★
Learn the infant’s emotional cues and respond appropriately to his/her needs. (May talk in soft, soothing voice to reassure the child or switch from an excited to a calmer voice or reposition if the child seems over stimulated.)
★
Be responsive to crying infant by adjusting tone and volume while offering supportive phrases, such as: “I know you’re upset. It’s OK. You’re going to be all right.”
★
Respond to infant’s individual rest time needs.
62­­­­Mobile
Infant: 6­18
months The Baby May: Begin to recognize and respond to the emotional cues of self and others.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Show comfort in having the same routine. (For example: naptime, after lunch, changing a diaper, reading story, having a designated spot to sleep.)
Try to self­comfort
or cry and move toward an adult for comfort, expecting the adult will respond to needs.
Begin to take care of needs by doing things like feeding him/her self or expressing a desire to take off own shoes.
★
Maintain a consistent routine for the child.
★
Maintain consistent and responsive caregiving for the child. (For example: minimum transitions between teachers are ideal for the child.)
★
Respond immediately, consistently and appropriately to the child’s needs for comfort.
★
Maintain a safe space for exploration. Use soft lighting, gentle music, soft voices, etc.
★
Store security/comfort items where the child can access them.
★
Allow time for child to explore and practice selfhelp skills.
★
Provide small, bite­size,
nonchoking foods for child to practice selffeeding.
★
Expect messes as child learns to selffeed with fingers and by using a spoon.
63Toddler: 16­36
months The Toddler May: Continue to learn and accept limits while developing an “I can do it” attitude.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Show anxiety over separation from teacher, but may calm down once teacher has left.
Play calmly near other children, but may also cry, bite or hit if another child tries to use something the child is playing with.
Take a toy from another child, and not return it when asked to by an adult.
Begin to understand the concept of taking turns in a game.
Begin to understand the concept of property such as “yours,” “his” and “mine.”
Carry out simple directions when stated in positive and brief statements.
Have a temper tantrum and cry, yell, hit, kick feet and refuse to stop when she is tired, hungry or angry.
★
Be confident, calm, understanding and reassuring when leaving the anxious child. (For example, “Mommy is going to work; she will be back after snack time. I will take care of you until then.”)
★
Say to the child, “Monte wants to play with the cars, too.” Then redirect the other child’s attention, “Monte, let’s use this car that Buford is not playing with.”
★
Give children choices. (“You can give that car back or I can help you give it back.”) Be consistent.
★
Talk about and model sharing with the child, using words and recognizing the child for sharing with you or another child. (For example, “I will share my doll with you.” or “You gave me your crayon. Thank you for sharing with me.”)
★
Play simple games with the child where you practice taking turns. (Say: “You put a block on the shelf. I’ll put a block on the shelf.” Or “I roll the ball to you. You roll it back to me.”)
★
During routines and play use words to describe property, such as, “This is Maggie’s diaper bag.” When putting out a snack, say, “This is yours and this is Erin’s.”
★
Expect the child to follow your directions. (“Sit on your bottom,” “Feet on the floor,” “Use your inside/quiet voice,” and “Bring your plate to me in the kitchen.”)
★
Anticipate the actions of the child to prevent them from hurting themselves or others. Allow the child a safe environment to express his/her emotions. When the child settles down, talk in a calm manner about appropriate behavior.
64STANDARD 3
The child perceives self as a unique individual.
Young Infant: 0­8
months The Baby May: Demonstrate an emerging awareness of self and others.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Express needs by crying differently based on the need. (For example: cries vary in pitch, length and volume to indicate hunger, pain, etc.)
Use body movements to express feelings such as kicking in excitement.
Explore own body. For example, watch own hands in fascination and repeat body movements.
Smile at mirror image even though he/she may not recognize it as an image of his/herself.
★
Respond appropriately according to the infant’s need. (For example: “I can hear you are hungry: I will warm your bottle.”)
★
Follow the infant’s lead and respond to his/her body movements. When the child is kicking, say, “Oh, aren’t you happy to see me!”
★
Lay the infant on a quilt on the floor and provide time for exploration.
★
Talk with the infant about what he/she is seeing in the mirror.
Mobile Infant: 6­18
months The Baby May: Show awareness of self in voice, mirror image, and body.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Express preferences.
Express emotions (verbal and nonverbal) that fit the situation.
Like to be in constant sight and hearing of adult. Will often return to teacher as a secure base when playing.
★
Be aware of the child’s preferences and provide opportunities for children to make simple, acceptable choices between two items.
★
Provide a safe environment to express the child’s preferences.
★
Use words to describe the emotion the child expresses.
★
Supervise child by sight and sound at all times. For example, sit on the floor with the child while they play around you; engage in play when initiated by the child.
65­Toddler:
16­36
months The Toddler May: Show behaviors that reflect child’s self concept and begin to distinguish self from others.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Point to different parts of his/her body and name them.
Attempt to complete daily basic living tasks such as dressing, self­feeding,
brushing teeth.
Understand the reflection in the mirror is actually their image.
Recognize they are a separate person from others.
★
Sing songs that name body parts in the song. (For example: Head, Shoulders, Knees and Toes.)
★
Ask the child questions. (For example: “Where is your nose?” “You pointed to your nose.”)
★
Encourage selfhelp skills such as feeding and dressing him/herself. Provide lacing, snapping books, dolls and clothes for dramatic play, etc.
★
Provide safe, shatterproof mirrors at child’s eye level for children to look at themselves. Talk to them about what they see in the mirror.
★
Take opportunities to help the child distinguish from self and others. (For example, point to your nose and say, “Here’s my nose. Where’s yours?)
668SELF AND SOCIAL AWARENESS (Social Studies)
67SELF AND SOCIAL AWARENESS
(Social Studies)
Self and social awareness for very young children include learning about self, others and the world around them. As infants, toddlers and twos are able to notice differences between themselves and others, they begin to be aware of and learn to be respectful of each other’s unique characteristics, abilities and talents. Beginning concepts can be explored with questions such as, “Who are the members of my family?” “Who are our neighbors?” “Where do we live?”
Skills such as working independently, problem solving and decision­making
begin when very young children engage in activities with others. These activities will be the foundation of later learning in history, geography, economics and civics.
STANDARD 1
The child will participate in play and activities that will help him/her learn about self and others while gaining an understanding of how individual roles make up the community.
Young Infant: 0­8
months The Baby May: Begin to recognize differences in people, routines and places/environments.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Recognize others by voice and/or sight.
Sense and respond to others’ emotions, such as happy, sad, etc.
Show preference for one adult over another adult, such as, ‘my daddy’ and ‘his daddy’.
★
Talk to the child during routines and activities. (For example, “Look, there’s your mother,” “It’s time to change your diaper. I’ll wash my hands and then get a clean diaper.”)
★
Use photographs and pictures to encourage responses from child. Familiar family or pet pictures can be hung at eye level. For example, a picture could be placed under Plexiglas or contact paper and placed on the floor for him/her to lie on and look at.
★
Be aware of actions and voice inflection or tone used. Try to be calm, steady, and comforting.
★
Incorporate words and songs to generate specific responses. (For example, sing or hum a lullaby or song.)
★
Provide stable and consistent care. (For example, have limited transitions and/or have the same caregiver during the day.)
★
Recognize the value of the bonding and attachment that are developing and appreciate the importance of this community connection when a child shows preference for a teacher or one family member over another.
★
Say: “Here is Mary’s mother” or “That is Jake’s daddy” when the child’s parent arrives.
68­­­Mobile
Infant: 6­18
months The Baby May: Begin to make connections and understand his/her association with other people, places/environments and regular routines.
THE BABY MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Show an interest in community service workers and be fascinated with large trucks, planes, trains, lawn mowers or animals.
Become familiar with routines, rituals and traditions relating to family and community culture.
★
Provide books and pictures of cars, trains, and community service vehicles (fire truck, ambulance, police car, etc.).
★
Point out the things seen in the community. (“See the dog?” “There’s a fire fighter.” “Look at the garbage truck.”)
★
Make planned visit to a petting zoo and/or attend community events (county fair, powwow, stomp dance, church, farmers’ market, flea market, health and safety fair, etc.).
★
Invite family/community members to share their family or cultural traditions either by demonstration or by storytelling.
★
Provide and discuss familiar items from the family such as a ribbon shirt (Native American) or a mailbag from Quinton’s mother who is a mail carrier, etc.
Toddler: 16­36
months The Toddler May: Begin to understand and act upon social concepts (geography, civics, history and economics) and how those concepts impact his/her environment.
THE TODDLER MIGHT FOR EXAMPLE:
THE TEACHER CAN:
Identify his/her role as a member of a family/group.
★
Ask the child to describe experiences shared within the family. For example, look at pictures of family members and engage in conversations about who is in the picture.
★
Provide opportunities for children to begin to participate in role­playing.
(For example: provide props such as dolls, dressup items, infant clothes, kitchen equipment, etc. If in group child care, assure the learning environment reflects the children served and the greater world.)
★
Create opportunities for the child to recognize members of the group and/or friends. (For example, ask “Who is not here today?” or post pictures of children in the class and ask questions about the pictures.)
★
Encourage family members to visit and read or share stories about family history and culture. Family members could include grandparents, aunts and uncles, etc.
★
Assign different ageappropriate helper jobs like sorting the socks, wiping the table, pushing in chair, taking dirty dishes to the sink, picking up toys, feeding the pet, etc.
69­­Begin
to recognize community workers and show increased awareness of their jobs.
Begin to play cooperatively or wait his/her turn in a variety of settings, including sharing and practicing using manners such as saying “please” and “thank you,” etc.
Begin to understand that money is needed to purchase things.
Develop an understanding of the concept of time by beginning to use words to describe time (such as later, after snack; after rest time; tomorrow we will not come to school). Note: Remember that these words will generally reflect past, present and future and may not be accurate representations of units of time. (“Yesterday we went to the zoo,” meaning last week or last summer.)
★
Provide dress­up
and roleplay props that reflect different types of community workers and the occupations of the children’s families. (For example, paper, pencil, envelopes, and “stamps” with a box for mailing letters; an old garden hose for the fireman, etc.)
★
Use pictures and books to show and describe different community workers, their roles and the dress and equipment used.
★
Provide community helper block accessories for play.
★
Provide access to community workers such as a firefighter, a postal carrier, a nurse, or a truck driver.
★
Support sharing by example and through encouragement. (“May I draw pictures with you?” “Thank you for sharing your crayons with Ebony.” “Ask Ann if she will share the puzzles with you.” If a child reaches for a crayon in the teacher’s hand, say, “Here (offering the crayon), I’m happy to share the crayons with you.”)
★
Provide opportunities for “turntaking” games and activities. (For example, “You roll the ball, then Jack rolls the ball back;” “You slide down first, then Samantha;” “You find a matching picture, and then I’ll find a matching picture.”)
★
Provide pretend money for the child to purchase things in a dramatic play grocery store, bank, post office, etc. Allow child to put “price tags” on items.
★
Read books about using currency or bartering to purchase things, both now and in days past (Caps for Sale, Stone Soup, etc.).
★
Talk about and encourage the child to save money to purchase a special item.
★
Talk about giving his/her time, extra clothing, food, toys or money to charitable causes. (For example: help children sort out their clothes or toys and donate them to a child care or charity, etc.)
★
Use statements that reflect the concept of time. (For example, “Your Mama is coming after we eat our snack,”“It’s your birthday today” or “When the sun goes down and it is dark outside, it will be time for dinner.”)
★
Talk about daily activities and say “First we will read a bookand then we will go outside,” or “After lunch, we will brush our teeth.”
★
Use pictures to show the order of typical routines of the day.
70Develop an understanding of the location of familiar places within his/her community and region. Begin to recognize landmarks on familiar transportation routes.
Begin to include representations of roads, bodies of water and buildings in his/her play.
Begin to use words and identify pictures to indicate directionality, position and size.
Correctly use words such as big, little, above, below, beside, etc.
★
Provide pictures of familiar landmarks in dramatic play(such as stores and restaurants).
★
Discuss familiar places and things in the community,region or state. (For example, “This weekend we are going to Stilwell for the Strawberry Festival. We hope there is a good crop of strawberries this year.”)
★
Encourage the child to look for landmarks. (For example, “When we drive to daddy’s work we will see the Golden Driller.”)
★
Provide a variety of blocks during block, sand, and dirt play. The child can use these to build a bridge to drive their toy cars over the “water” or make a road in the sand.
★
Create opportunities for child to verbalize location of objects that are hidden. (For example: a Hide and Seek game.)
★
Label shelves with pictures and words so that child can put items where they belong.
★
Use descriptive words during activities. (For example, “When it snows, we will go sledding down the big hill.”)
71ADDITIONAL RESOURCES
72­American
Academy of Pediatrics
Center for Disease Control and Prevention; Child Development, Disabilities, Act Early (CDC)
Center for Early Childhood Professional Development at the University of Oklahoma (CECPD)
Center on the Social Emotional Foundations for Early Learning (CSEFEL)
Child Care Provider Warmline Developmental Checklists
Birth to Five­Syracuse
University Early Childhood Direction Center
Early Childhood Learning and Knowledge Center
Early Head Start National Resource Center
Good Health HandbookOklahoma State Department of Health
The Institute for Childhood Education
National Association for the Education of Young Children (NAEYC)
National Child Care Information Center
The National Infant and Toddler Child Care Initiative
Office of Head Start
Oklahoma Child Care Resource and Referral Association
Oklahoma Child Care Services OKDHS
Oklahoma Department of Human Services
Oklahoma State Department of Health
Oklahoma State Regents for Higher Education­Scholars
for Excellence
Ounce of Prevention
Parents as Teachers National Center
Program for Infant/Toddler Care
Public Broadcast System Child Development Tracker
Smart Start Oklahoma
Sooner Start
Special Quest
WestEd
Zero to Three
73GLOSSARY OF TERMS
74­­­Approaches
to learning –
a foundation for how children
go about learning new skills and concepts.
Child development –
the study of physical, intellectual,
emotional and social changes that occur in children from
conception through adolescence.
Cognitive development –
how children use their minds to
explore the world around them.
Comprehension –
the act of understanding fully.
Creativity –
originality, imagination, putting things together
to make something different.
Culture –
customary beliefs, social forms and material traits
of a racial, religious or social group.
Curiosity –
showing an interest or fascination in someone or
something. (For sensory exploration, see “sensory
experience”.)
Developmentally appropriate –
expectations or an
activity that take into consideration children’s ages and
individual abilities.
Diversity –
the inclusion of people of different abilities, races
or cultures.
Domain –
an area of child learning and development.
Eyehand coordination –
refers to the control of eye
movement and the processing of what is seen to guide bodily
movement.
Environment –
the space, circumstance or conditions that
surround a person.
Expressive language –
the process of using sounds,
words, and body movements to communicate. Children use
words, gestures and signing or communicate using adaptive
equipment.
Geometry –
mathematical study dealing with measurement
and properties of objects and shapes.
Home language –
the language a person acquires first in
life. It is sometimes referred to as the first, native or primary
language of a child.
Homelike –
the quality of looking warm, cozy and inviting.
Inclusion –
to take in as a part of a whole or group.
Individual Family Service Plans (IFSP) –
plans made
with families and teachers to assist identifying and meeting
individual family goals. Specialists may also be included as
needed.
Interaction –
give and take conversation and activities
between individuals or groups.
Initiative –
taking the lead; self­starting
with or without
prompting.
Large muscle –
muscles used to make large movements
such as crawling and reaching.
Literacy –
to have knowledge and competence in reading,
writing and understanding.
Locomotor –
moving from place to place.
Manipulate –
move with hands.
Midline –
the median line of the body such as the middle of
the chest.
Mobile infant –
6 to 18 months.
Nonlocomotor –
movement without moving from place to
place.
Nontypical –
not the expected characteristic of
development.
Number sense –
the understanding of numbers and their
quantities.
Object permanence –
the understanding that objects
continue to exist even when they cannot be seen, heard or
touched.
Oral language –
expressing thoughts or feelings with
sounds, words, sign language or gestures.
Pincer grasp –
fingers and thumb come together to hold an
object.
Print awareness –
the ability to understand that print on a
page represents words that can be read aloud.
Problem solving –
trial and error and working through the
process of solving a challenge or problem.
75­­Role
play –
to act or pretend that a person is someone else.
Receptive language –
ability to listen to words and
develop understanding without necessarily being able to speak
or express understanding.
Selfhelp skills –
skills developed to help oneself with
problems or obstacles without the aid of others.
Selfregulation –
the process for controlling emotions,
thoughts, feelings, and physical aspects of oneself.
Sensory experiences/exploration –
experiences that
activate the use of one or more of the senses, such as touching
textures, tasting food, or smelling fragrance.
Small muscle –
muscles used to make small movements or
motions such as squeezing and grasping.
Spatial awareness –
awareness that objects and people
occupy space.
Teachable moment –
a time when natural, free activity
leads to the teacher pointing out something new or different
that the child may not have seen or participated in before.
Toddler –
16 to 36+ months up to age 4.
Typical –
the average or expected characteristic of
development.
Young infant –
0 to 8 months.
76REFERENCES
77Albrecht, K., and Miller, L. 2000.
Innovations: The comprehensive infant curriculum. North Carolina: Gryphon House.
American Academy of Pediatrics, American Public Health Association, and National Resource Center for Health and Safety in Child Care. 2002.
Caring for our children: National health and safety performance standards: Guidelines for out­of­home
child care programs.
Arkansas Framework for Infant and Toddler Care Work Group. 2002.
Arkansas framework for infant and toddler care. The Arkansas Division of Child Care and Early Childhood Education.
Bricker, D., and Squires, J. 1999.
Ages and stages questionnaires, a parent completed child­monitoring
system. Oregon: Paul H. Brookes Publishing Co.
Bright from the Start, Georgia Department of Early Care and Learning. 2006.
Georgia early learning standards.
Dodge, D. T., Rudick, S. and Berke, K. 2006.
The creative curriculum for infants, toddlers, & twos, 2nd ed. Washington, DC: Teaching Strategies.
Fairfax County School Readiness Collaborative. 2006.
Early learning guidelines. Virginia Department of Social Services.
Figueroa, A. 2005.
Connecticut’s guidelines for the development of early learning for infants and toddlers. Connecticut Department of Social Services.
Florida Partnership for School Readiness Birth to Three Performance